LB 

IS 1 1 



fHE FIRS 




SCHOOL YEAR 



wsmm 




ANNA B.THOMAS 



MH iii iwn i n i iMitw M titMim ii iii iBiiin ii i n tti 





CopyiightN^ 



COPyRIGHT DEPOSn. 



THE 

First School Year 



A COURSE OF STUDY WITH SELECTION OF 

LESSON MATERIAL, ARRANGED BY 

MONTHS, AND CORRELATED 



For Use in the First School Year 



BY 

ANNA B. THOMAS 

TKAINING TEACHER FOR FIRST GRADE, CALIFORNIA, PA. 
STATE NORMAL SCHOOL 



THEO. B. NOSS, General Editor of the Series 



CHICAGO 
A. FLANAGAN COMPANY 



LIBRARY of CONGRESS 
Two Cooles Received 
WAY 24 190r 

A .Copyriarht Entry ^ 
CLAss /\ XXCm No. 

Copy b. 






Copyright 1907 

BY 



A. FLANAGAN COMPANY 



PREFACE BY THE GENERAL EDITOR. 

The authors of this series of books for the various 
school years reaHze fully the difficulty of the task under- 
taken. In our own training school we have felt the need 
of a course of study, worked out for the successive school 
months, and put in print, so that each student teacher 
might have in convenient form the general plan of the 
work to be done in any grade of the school. The proper 
use of the books does not lead to dull uniformity ; but, 
on the other hand, the general scheme of the work being 
definitely and consistently arranged, the mind of the 
teacher is left the more free to study variety and intro- 
duce new material. The use of the books is designed to 
encourage rather than discourage originality in the 
teacher, to suggest the collecting, day by day, of new 
material, and to provide a definite place for all that is 
collected. ' 

It is believed that the sequence of subject-matter 
in each branch is approximately correct, and that the 
general scheme for the correlation of the various subjects 
is natural and helpful. The individuality of the teacher 
has ample scope to display itself, in making such addi- 
tions and omissions as may seem desirable. 

The work of the General Editor has consisted 
chiefly in proposing the general plan for the books, and 
in getting them through the press. 

Whatever credit attaches to the working out of 
the subject-matter in each year belongs wholly to the 
individual authors of the books. 

Theo. B. Noss. 
5 



AUTHOR'S PREFACE. 



**A11 beginnings are difficult." No one realizes this 
more than the teacher of first year children. The aim 
in the preparation of this book has been to aid primary 
teachers in the selection and arrangement of lesson 
material and to ofifer some suggestions as to method of 
teaching. 

In the choice and arrangement of lesson material 
for first-year pupils, it is not necessary to separate the 
various subjects from each other as in later years. The 
mental life of the child demands that no sharp lines 
between subjects should be drawn. 

Because of the child's physical surroundings and his 
love for living things, Nature Study has here been largely 
used as a basis of the course and other subjects have 
been correlated with it. 

The principle of correlation has not been forced. 
The child's surroundings in nature form an important 
and interesting part of his daily life, and hence should 
often have a controlling influence in the choice of lesson 
materials. 

It is not absolutely necessary that one subject rather 
than another should be thus used as a basis, but it is 
important that the different subjects be properly and 
helpfully related to each other in instruction. 

History becomes at certain times in the year the 
6 



AUTHOR'S PREFACE 7 

leading subject. For example, "The Pilgrim Work" 
takes the children by story and song and illustration into 
other countries, bringing them into close relationship 
with the people and their customs. 

Advantage is taken of days that are of special im- 
portance, as Thanksgiving, Christmas, the birthdays of 
Washington, Lincoln and other noted men, these for the 
time becoming the center of thought. 

Many stories and poems related to the Nature Les- 
are given. The books from which these selections have 
been made are named in the outlines of the different 
subjects. A. B. T. 



CONSPECTUS OF FIRST 





I. NATURE STUDY 


II. LITERATURE AND HISTORY 


1 


Fruits— Special study of 

the apple 
Leaves— Special study 

of maple, oak and 

horsechestnut leaves- 
Flowers — Special study 

of the goldenrod 


1 The Sleeping Apple 

2 The Little Maple 

Leaves 
.S The Anxious Leaf 

4 Little Goldenrod 

5 The Origin of the 

Goldenrod and Aster 
Miscellaneous Stories 

Animal Stories 


MEMORY POEMS 

1 Lady Golden Rod 

2 How the Leaves Came 

Down 

3 Sunny Golden Rod 


pq 
O 


Planting 
c»»-^= J ^Jathering 
Seeds ■( ^se 

( Distribution 
Special study of Indian 
corn 


1 Seedlings on the Wing 

2 The Little Brown Seed 

3 The Planting of the 

Corn Field 

4 Poem— Onlv a Little 

Seed 

Animal Stories 


Indian Corn in Early 
History 

Cultivation by the In- 
dians 

Story of Mondamin 




Preparation for Winter 

1 Nature's preparation 

2 Man's preparation 

3 Animals' preparation 
Special Study: 

The Migration of Birds 


1 The Crane Express 

2 The Fantail Pigeon 

3 Jack and Jenny Spar- 

row 

4 The Sandpipers 

.5 Pearl and Her Pig- 
eons 

6 How Patty Gave 
Thanks 
Animal Stories 


The Coming of the Pil- 
grims. Voyage. Land- 
ing. Winter. The First 
Thanksgiving. Their 
Relation to the In- 
dians. Samoset. 
Squanto. A National 
Holiday 


(4 

o 
H 


Animal study — Sheep, 

Camel, Donkey 
Modes of Traveling 
Teach in simple way 

the surroundings of 

the Christ Child 
Mountain. Valley, Des 

ert 


The Legend of St. 
Christopher. The Fir 
Tree. The Christmas 
Observations in Eng- 
1 a n d, Germany. 
France, Holland, Nor- 
way, etc. Poems — Pic- 
cola; Little Town 
ot Bethlehem! Why 
Do Bells for Christ- 
mas Ring? etc. 


The Christ Child. The 
Journey to Bethlehem. 
Tlie Shepherds. The 
Wise Men (see Ben 
Hur). The Story of 
the Egyptian. The 
Story of the Hindoo. 
The Story of the 
Greek. Christmas in 
the Barn 


1 


THE NEW YEAR 

1 Divisions: Seasons, 
Months, Weeks. Days. 
Hours, Minutes. 2 
Measurement of Time: 
niustrate, using Clock. 
Calendar, Hour-glass, 
etc. .3 Daily observa- 
tion of ground, trees, 
river, etc. 4 Eskimo 
animals: Seal, Boar, 
Walrus, Dog, Whale 


1 The F a i r y's New 

Year's Gift 

2 An All-the-Year-Round 

Story 

3 The Discontented 

Clock 

4 How People Used to 

Tell Time 

5 The Unhappy Pine 

8 The Story of Agoo- 

nack 
7 Selected Stories from 

Little Children of 

the Cold 
S The White Seal 


MEMORY POEMS 

1 Old Time's Watchers 

2 What Is the New 

Year For'? 

3 The Pine Tree's Se- 

cret 

4 Pine Needles 

The Eskimo and His 
Country 

Country — Appearance, 
Climate, Vegetation, 
Seasons, Day and 
Night 

Eskimo — Appearance, 
Home, Food, Travel, 
Hunting. Games, Skill 



YEAR WORK. 



III. NUMBER 



Concrete exercises, based 
on parts of flower, foot 
ruler, calendar, etc. 

1 The Four Steps. 2 One- 
half of 2, 3, etc. 3 
Lines one inch, two, 
three, etc. 4 A trian- 
gle one inch on each 
side. 5 Science prob- 
lems growing out of 
Nature lessons. 6 Num- 
ber of pints in quart 



1 The Four Steps. 2 One- 
half of 4, of 6, etc., V4 
of 4. 3 A rectangle 
one Inch on each side. 
4 Compare with trian- 
gle. 5 Science prob- 
lems growing out of 
seed work. 6 Measure- 
ment. 7 Problems in 
Nature work 



1 The Four Steps. 2 One- 
half of 5. one-flfth of 
.^. 3 The Pentagon. 4 
Lines — horizontal, ver- 
tical, oblique. 5 Prob- 
lems related to Nature 
work. 6 November cal- 
endar 



1 The Four Steps. 2 One- 
half of 6, one-third of 
6. 3 The Hexagon. 4 
Compare new figure 
with pentagon. 5 T'sc 
of tpy money — lessons 
In buying and selling. 
Nature problems. Rect- 
angle work 



1 The F o u r S t e p s. 2 
Teach objectively ^A <>i 
7, 1/7 of 7. 3 Lines 7 
inches long, feet. 4 
Seven days in one week. 
5 Many problems relat- 
ing to time. 6 Liquid 
and Dry Measure. Jan- 
uary calendars made by 
pupils 



IV. LANGUAGE 



1 Oral expression. Word 
Drill. 

2 Short sentences from 
Nature work 

3 Printed lessons embody- 
ing the thought of the 
child 

4 Chart lessons 



1 Short stories reproduced 
by children. Printed 
lesson 

2 The sentence 

3 Capitalization and Punc- 
tuation 

4 Phonic work. Chart 



Continue word and sen- 
tence work 

Printed lesson from liter- 
ature given in the 
child's language 

Writing of easy words 
from dictation. Chart 



See former months. Print- 
ed lessons in the child's 
language. 1 Storv of 
the Christ Child. 2 The 
Wise Men. 3 The Shep- 
herds. Short lessons 
from chart and board. 
Sentence forms 



See former months 

1 Reproduction 

2 Sentence building 

3 Printed lessons from 
Nature work and Liter- 
ature 

4 Words from dictation 

5 A First Reader or 
Primer 

6 Oral and written spell- 
ing. 7 Use of capital 
letters in the sentence, 
proper n a m e s, places. 
etc. 8 Printed lessons 
from Eskimo and ani- 
mal study 



V. THE ARTS 



Music — Scale and inter- 
val work. Songs grow- 
ing out of nature les- 
sons. Pictures — 
Fruits, flowers. Draw- 
ing and modeling the 
apple. Leaves for spe- 
cial study drawn and 
mounted 



Music — Chart work. The 
staff, lines, spaces. 
Nature songs 

Drawing — Draw- 
i n g, mounting and 
painting of seeds 



Music — Chart and inter- 
^als. 1 Songs — Where 
the Birds Go. 2 Chillv 
Little Chickadees. 3 
Thanksgiving Songs. 4 
Father, We Thank 
Thee. 5 Eight White 
Sheep. Pictures — Ani- 
mals, Fruits. Embark- 
ing of Pilgrims 



Music — Interval work. 
Songs. Eight White 
Sheep; Christ- 
mas Songs. Pictures — 
1 Madonnas. 2 Shep- 
herds and Sheep. 3 
The Nativity. Draw- 
ing — S i m p 1 e lesson 
growing out of work 
Star, Tent, Manger, 
Tree, etc. 



Music — 1 Chart and In- 
terval work. 2 Songs 
—The Clock Song. The 
Little New Yea r. 
Tiny Little Snow 
Flakes. Good Morn- 
ing. New Day. The 
Pendulum. Drawing — 
Clock, Candle, Moon, 
Sled. Igloo, etc 

Pictures of Animals, 
Pictures from Eskimo 
Life. Modeling Clay 
Cubes for building 
house. Sewing, Rein- 
deer, SL>al, Bear, Dog 



CONSPECTUS OF FIRST 





I. NATURE STUDY 


II. LITERATURE AND HISTORY 


§ 


Daily Observations 


Stories. Washington. 1 


Washington— Stories re- 


Animal Study 


The Planting of the 


lating to his life as a 


Horse 


Seeds. 2 The Cherry 


boy, man, soldier and 


Dog 


Tree. 3 The First 


statesman 


\D 




Flag. 4 Story of the 


Lincoln— Stories relating 


P3 




Colt 


to boyhood, manhood. 




Lincoln. 1 His early 


His life as a boy. 




home. 2 Struggle for 


man, soldier, states- 




Education. 3 The 


man 




Story of the Pig, 4 








Story of Jamie. 5 








Poems 






APPEARANCE OF 


1 Lessons in Reading 


1 Value of the Willow 




SPRING 


from "All the Y>ar 


2 Preparation for weav- 




TAviss and Buds' 


Round" 


ing. Its use in mak- 




SiHMial study of Lilac, 


2 Pussy Willow's Hood 


ing baskets, chairs. 




Ilorse-Cbestnut, Pussy 


3 Pussy WM 1 1 o w — 


etc. 




Willow, Maple, as to 


Child's -World 


3 Fairy Pussies 




size, color, covering, 


4 The Maple Tree's Sur- 


4 The Meeting of the 




shape. position and 


prise 


Winds— Child's World 


development of buds. 


5 The Kind Old Oak— 


5 Ulysses and the Bag 


AIR, WIND. SUN 


C.'s W. 


of Winds 


9 


Air — Pure, impure 


6 The Sun and the 


6 What the Winds Bring 


^ 


Properties of Air 


Wind 


— Steadman 


s 


Wind— Use, Power, Di- 


7 How the West Wind 


7 Hermes 




rection 


Helped Dandelion 






Sun— Position, Size 


8 Spring and Her 






Day and Night 


Helpers 
9 The North W^ind at 

Play 
10 The Four Winds in 
Hiawatha 






1 Daily observation of 


1 Only a Little Seed 


7 The Lost Chicken — 




the changes in Na- 


2 How the Beans Came 


Child's World 




ture. The appearance 


Up 


8The Story of 


d 


of Spring flowers and 


3 How the Thistle 


"Speckle" 


return of birds 


Helped 


9 The Street Musicians 


1 


2 Germination. From 


4 The Straw, the Coal 


10 The Ugly Duckling 


the dry seed to the 


of Fire and the Bean 


11 The Little Red Hen 


plant 


5 The Pea Blossom — 




3 S t u d y of Domestic 


McMurry 






Birds. Chicken and 


6 The Farmer and the 






Duck for special study 


Birds— Child's World 






Daily observations of 


1 Mr. Rana's Dinner- 


7 The Broken Wing 




Nature 


Shy Neighbors 


S Origin of the Wood- 




Length of Day— Heat, 


2 Our Rain Frogs 


pecker 




Power of Sun 


3 The Frog's Eggs 


9 Little Yellow Wing 




Rapid growth of plants 


4 The Scarecrow 


10 Mr. and Mrs. Robin 




Special study of — 


5 The Nest of Many 


11 Who Stole the Bird's 


>< 


1 Frog and Toad from 


Colors 


Nest? 


<i 


the egg to the tad- 


6 How the Robin Got 


12 The Emperor's Bird's 


^ 


pole, etc. 


Its Red Breast 


Nest 


2 Birds in General. Spe- 


The Story of Tiptop 


Mr. and Mrs. Bluebird 




cial — The Bluebird 








and the Robin 








3 N e s t s of different 








birds. How con- 








structed 







10 



YEAR WORK. 



III. NUMBER 



1 The Four Steps. 2 Much 
objective number work 
related to Science and 
Literature. 3 The oc- 
tagon. 4 Rectangles 8x1, 
4x2. 5 Half and fourth 
of 8. 6 Measure, one 
gal. — 8 pints 



1 Combinations and sep- 
arations. 2 Tlie rectan- 
gles 3x3 and 9x1. 3 
Problems growing out 
of Nature work. 4 Much 
outdoor measurement 

5 Practical lessons in 
buying and selling 

6 Measures; pints, 
quarts 

7 Thinking problems 

8 Square inch, foot, yard 



1 The Four Steps 

2 Money values. The 
dime, dollar, eagle 

3 Review of lines. Meas- 
ure line ten inches, ten 
feet. Estimate length 

4 The rectangles 5x2, 10x1 

5 Science problems. Buy- 
ing and selling prob- 
lems 

6 Ground measurements 



A Review of the Year's 
Work 

Much outdoor work 

Making of garden beds by 
measurement in feet 
and yards 

Measure and lay out 
rectangles from direc- 
tions given by teacher 



IV. LANGUAGE 



Continue former work 

1 O r a 1 reproduction of 
stories 

2 Short written reproduc- 
tions 

3 Committing of short 
poems 

4 Daily reading and 
phonic drills 



1 Continue Reading from 
book and board 

2 G i V printed leaflets 
using the child's oral 
expression 

3 Children write correctly 
short stories 

4 Daily phonic drills 

5 Short poems for mem- 
orizing 

6 Dictation and copying 



See former months 
Children compose short 

stories, selecting their 

own subjects 
Read frequently from 

book and leaflets 
Much review work of 

words, sentences, etc. 
Special care in articula- 
tion, pronunciation and 

capitalization 



Supplementary reading 
books 

Review of the year's vo- 
cabulary 

Frequent tests in pronun- 
ciation, writing, spell- 
ing and reproduction 

Printed leaflets from Na- 
ture work adapted to 
children 



THE ARTS 



Portraits of Characters. 
Animal pictures. Easy 
drawing of house, 
tree, hatchet, hat, 
sword, boat, etc. 

National hymns and 
songs 

Work in national col- 
ors 



1 P a i n ti n g. d r a w- 
ing, mounting and 

■ modeling twigs, buds 
and leaves 

2 Pictures, Spring 
scenes 

3 Nature Songs — 

1 Which Way Does the 
Wind Come? 2 Jesus 
Bids Us Shine. 3 God 
Is There. 4 Weather 
Song. 5 See Millions 
of Bright Raindrops. 
G Little Jack Frost 



Music — Chart and Inter- 
val work. Songs — 1 
What Robin Told. 2 
Pretty Little Violet. 
3 Oh. You Pussy Wil- 
low. 4 Over the Bare 
Hills. 5 The Song of 
the Bee. 6 Rainbow 
Song 

Painting of the dry 
seed, the plantlet and 
leaf 

Illustration of stories 



Complete Music Chart 
to "One Sharp." 1 
All the Birds Have 
Come Again. 2 The 
Bluebird Song. 3 Two 
Robin Redbreasts. 4 
A Little Woodpecker. 
5 Fly Little Birds 
Clay modeling of eggs 
Drawing and coloring 
Stories illustrated by 
teachers and children 
Pictures adapted to 
story 



11 




I. NATURE STUDY. 

There is no other time in the year when Nature 
stretches out her hand so invitingly as in the month of 
September. Green woods, brilHant flowers, fruit-laden 
trees, birds and butterflies all around extend greeting and 
seem to say, *'This is the crowning season of the year." 
Children revel in their surroundings. They carry to the 
schoolroom fruits, flowers, and whatever they are most 
interested in, the things in which their interests have 
been most awakened. The children of the first year wish 
to tell you of the red apples, yellow pears, and rosy- 
cheeked peaches that grow on their trees, of the blue 
grapes on the vine, the bird's nest in the cherry-tree, and 
the flowers in garden and field. It is therefore most 
natural to plan the work according to the season of the 
year, taking the child's environment as a guide, building 
upon what he already knows, and leading him on new 
voyages of discovery. 

13 



14 FIRST SCHOOL YEAR 

More material is suggested' than can be used by any 
single class or grade. Primary rooms often consist of 
two or even three grades. The thought is to give variety 
in material, and much latitude in the use of it. 

The presentation of the material must always be 
adapted to the needs of the class. Brighten your lessons 
by bringing into your work beautiful and suggestive 
pictures, stories to illustrate subject-matter, blackboard 
illustrations to interest and hold the attention ; and above 
all, be interested yourself in whatever you present to 
little children. 

It was Froebel who said that the ideas introduced 
from month to month should bear essential relations to 
the life of the child and to each other, and that the child 
should see more and more fully his own nature and that 
of the world. 

Fruits, Flowers, Leaves. 

FRUITS. 

1. Naming of familiar fruits. 

2. Collection of many varieties. 

3. Shape, color, parts, use, taste. 

4. Compare the apple with pear, quince, peach, 

etc. 

5. Recall the blossom and trace the growth of 

the apple. 

6. Recall the early fruits (e. g., cherry). 

7. Name fruits which we buy but do not find 

growing in our climate. Banana, orange, 
lemon, etc. 

8. Talk of the trees on which our common fruits 



SEPTEMBER 15 

grow ; use pictures and illustrations of the 
trees from which we get our imported fruits. 
In our schools are found children from other 
coimtries than our own, and we remember 
the pleasure with which the little Italian girl 
carried in her ofifering of fruit, saying, 'This 
is from my country," and what an opportunity 
it was to get near to the little stranger. 

She told of the blue sky, the water, the 
fruits, and many other things, and thus the 
class formed mental pictures of other lands 
and understood to some degree our depend- 
ence upon the products of other countries. 
9. Make a special study of the apple and apple- 
tree. 

Outline. 

T. Collect different varieties. 

2. Compare form, size, color, taste. 

3. Teach the parts of the apple — stem, dimple, 

skin, pulp, seeds, core. 

4. Teach the use of each part. 

5. The food value of the apple. 

6. Summer and winter apples. 

7. The gathering of the fruit. 

8. Preparation for winter use. 

9. The planting and growing of an apple-tree. 

10. The story of Apple Seed Johnny. 

May be illustrated or dramatized. 

11. Story. 

The Sleeping Apple. Children suggest 
illustrations. 



16 FIRST SCHOOL YEAR 

12. Draw apples, large and small. 

13. Model in clay. 

14. Class visit apple orchard. 

1. General shape of tree. 

2. Size as compared with other fruit trees. 

3. Study of apple-leaf. 

4. Compare with leaves of other fruit trees. 

5. Draw and color leaf. 

6. Teach recognition of such words as : 
apple core, red, leaf, 
stem, seeds, yellow, leaves, 
skin, fruit, round, 

pulp, green, tree, 

FLOWERS. 

Conversation Lessons : 

1. Lead children to recall spring flowers. 

2. Then summer flowers. 

3. Have collection of September flowers. 

4. Talk of the uses of flowers. 

5. Observe form, size, color, habits, fragrance, 

beauty, etc. 

6. Encourage children to bring them into the 

schoolroom and have them tell what they 
know of their habits, where they grow, what 
makes them grow, which they prefer, why? 
Do they have flower gardens? Which grow- 
on bushes? Which grow from seeds? Do 
any grow on vines ? Show me a red flower ; 
a yellow flower. Do you know a blue flower ? 
A white one? Which flowers grow in the 



SI<]PTKMH10R 17 

f^ardcn ? Which in the fields? Where are tlie 
s])rinL;' (lowers now ? 

These (inestions are suj^i^estive of many 
others that should he asked in the conversa- 
tion lessons. The important thinji^- now is 
freedom of expression, and the ahility to 
(|uestion well means much to the children of 
this ^rade. 
7. S])ecial Study of the ( lolden Rod: 

I. Habits, hound on the roadside, Held and 

woods; hlooms late in summer; has 

many roots. 

2. Stem. Mrect — stout — hairy — two to six feet 

hij^^h, and hranchinj; near the top. 

3. Leaves. Alternate, lance-sha])e(l, toothed 

and pointed. 

4. Flowers. Yellow — many small heads — 

clusters along" hranches and spreading; at 
the top. I)rin^- the whole plant to the 
class for ohservation and stud). 

LlvWICS. 

C"onversati( )n 1 .essons : 

1. Rave many specimens of familiar leaves, as the 

maple, oak, horse-chestnut, apple, etc. 

2. Compare familiar leaves, showing- resemhlances 

and differences. 

3. Teach the followint;' ])arts: lilade, stem or 

petiole, coverini;, pulj), stipules. 

4. The shapes of a few well-known leaves. 

5. \\y illustration and ohservation show venaticju. 

Compare with the hody. 



IS FIRST SCHOOL YEAR 

6. Compare the niai\q;ins of leaves of different 

kinds. Compare a smooth edt^e with one 
whicli is sa\v-to{^thcd. 

7. Arran^s^ement of leaves on the stems : 1 . Op])o- 

site. 2. Alternate. 3. W'horled. 

8. Uses of leaves: i. To the plant. 2. To man. 

3. To animals. 

9. Autumnal changes. Wdrit ones change their 

color? Why? Which do not? Use of leaves 
after falling. 

It should he understood that in the pri- 
mary grades only prominent or attractive 
features are to be emphasized, the chief ob- 
ject being to awaken an interest in nature and 
encourage a spirit of investigation. 

The School Garden. 

The school garden is an interesting part of the pri- 
mary department. Under the direction of Dr. Herman T. 
Lukens the entire garden is laid out to represent the map 
of the Ignited States, and the State of California was 
assigned to the first grade. 

September Garden J fork. 
Throughout the vacation months, the children OA\n- 
ing plots, for which they paid a small rental, kept their 
beds in as good condition as possible. In some instances 
they were assisted by their older brothers and sisters or 
their parents. In September the vegetables, such as 
cnio'-'ir. a'ld beets, were gathered, the weeds pulled and 
destroyed. 



20 FIRST SCHOOL YEAE 

Nasturtiums, geraniums and some autumn flowers 
were at their best, and the event of the month was our 
"Flower Day," when the choicest were gathered and 
brought into the schoolroom. 

Home gardening also had been encouraged by the 
school and the Civic Club. Seeds were procured and 
distributed among the children, some free and others at 
a small cost. The children were assisted in the prepara- 
tion of the soil, the planting, and the care-taking of their 
gardens. 

II. LITERATURE AND HISTORY. 

The work in Literature and History has its relation 
to the nature topics. It is given in story form, either in 
connection with the nature lessons or in separate lessons. 

Whether literature or history, it is merely ''the 
story" to the children. 

Someone says that the nature lesson does for the 
primary school what the gifts and occupations do for the 
kindergarten, and the literature and history answer to 
the plays and games. 

We can not separate the literature from the history. 
Emerson says, ''Literature is best history." In the con- 
spectus an attempt has been made to place the literature 
chiefly in one column and the history in another, yet the 
history tells its story in poem and in song. 

Stories. 

1. "The Sleeping Apple," Child's World. 

2. ''The Origin of the Golden Eod and Aster," Miss 

Cook's Myths. 

3. ' ' The Little Maple Leaves, ' ' Cat Tails. 

4. "The Anxious Leaf," Beeeher's Norwood. 



SEPTEMBER 21 

5. ''Maple Trees," American Primary Teacher, Septem- 

ber, 1896. 

6. ''The Little Maple Tree," lb., May, 1897. 

7. "Little Golden Eod," Cat Tails. 

8. ' ' What the Oak Said, ' ' Stories from Garden and Field. 

9. " Falling Leaves, " 7&, 

10. "The Old Oak Tree," lb. 

11. "The Autumn Leaves," All the Year Eound. 

12. "Autumn Leaves," Nature Stories, Florence Bass. 

13. ' ' Stories of Philemon and Baucis, ' ' Cook. 

14. Animal Stories. 

STORY WORK. 

The teacher who can tell a story well need never 
despair on the rainy days or under any other unusual 
conditions. The story carries with it rest, recreation, 
pleasure, and is a means of bringing a tired and listless 
company of children back to a happy and normal condi- 
tion. Stories are the "lights along the way" in the lives 
of little children and the avenues through which the 
teacher comes in closest contact with child life. 

The following story, "The Man and the Lion," has 
been arranged from a memory picture. It is easily re- 
produced and dramatized by children in the first grade. 

The Man and the Lion. 

Once upon a time a man was far away from his 
home. He lived in a country where there were many 
wild beasts, the lion being the one most feared. In 
order to reach his home he was compelled to pass through 
a thick jungle, the hiding place of the lion. 

The man thought of his wife and children who were 
waiting for him at home ; he loved them dearly, and 
longed to see them once more. 



22 FIKST SCHOOL YEAK 

The man carried a cane in his hand, which was his 
only protection ; he started for his home early in the 
morning, hoping to reach it by night-time. 

All day long he traveled, and as night was coming 
on he hastened his steps because it was the time when 
he was in the greatest danger. Ever\^ few minutes he 
looked behind him, and as he did not see anything he 
began to think all danger was past and that he would 
soon be with his dear ones again. When nearly through 
the jungle and almost home, he looked behind him once 
more, and what did he see ? A great lion creeping slowly 
along. He could see the fierce, cunning look of the lion ; 
his heart almost stopped beating from fear ; his first 
thought was to run, but he knew the lion could soon 
overtake him, spring upon his back and make a supper 
of nim. 

He said to himself, "Oh, my poor wife and my dear 
children, what will become of them? They will have 
no one to care for them and will never know w^hat has 
become of me," 

All this time the lion was coming nearer to the man, 
and he felt that he must at least try to save his life. He 
turned suddenly and looked at the lion. To his surprise 
the lion stopped. Then he walked slowly and the lion 
did the same. Next he walked fast, and the lion walked 
fast. The man remembered that soon he w^ould come to 
a turn in the road, where for a short time he would be 
out of sight of the lion. His only hope was to play some 
trick, so as to deceive the beast and perhaps save his 
own life. As soon as the lion could not see him. he 
quickly stuck his cane into the ground, near the edge of 
the hill, put on it his coat and hat, and then hid himself 



SEPTEMBER 23 

a short distance away. On came the lion, shaking his 
mane and striking his sides with his tail, for he was 
growing more hungry and savage every minute. When 
he saw w^hat he thought was the man, he crept stealthily 
along, just as your cat does when after a mouse, until 
he was quite near ; then gave a quick spring, as he sup- 
posed, upon the man. The cane gave way and the lion 
fell over the hill and was killed in the fall. 

Then the man came quickly from his hiding-place, 
picked up his coat, hat and cane, and hurried home to tell 
his wife and children of his escape from the hungry 
lion. 

Dramatizing the Story. 

Children find much pleasure and profit in playing 
this story. They will select their ow^n material and 
arrange the acts. 

The pointer will be dressed by a boy to represent the 
traveler. The table is a make-believe hill. The family 
is always a large one, and to be chosen the lion is a great 
honor. As the teacher tells the story the children do the 
acting and an appreciative audience w^atches their childish 
interpretations with intense interest. 

Other stories, as the Lion and the Mouse, The Street 
Musicians, The Bear and the Molasses, Jack and the 
Beanstalk, The Three Bears, Little Red Riding Hood, 
any many others, may be ''acted" in the early days of 
school life. 

The stories should be told again and again until the 
children are familiar with the whole and are able to give 
a reproduction. When children know and feel a story 
the natural thing is to want to play it. 



24 FIRST SCHOOL YEAR 

September Poems. 

1. "September," Helen H. Jackson. 

2. ' ' Lady Golden Rod. ' ' 

3. "How the Leaves Came Down," Classic Literature, 

McMurry, 

4. "Golden Rod." 

5. "The Kitten and the Leaf," Wordsworth. 

The following two poems may aid in the selection 
of memory work : 

September. 

The golden rod is yellow; 

TTie corn is turning brown; 
The trees in apple orchards 

With fruit are bending down. 

The gentian 's bluest fringes 

Are curling in the sun; 
In dusty pods the milkweed 

Its hidden silk has spun. 

The sedges flaunt their harvest 

In every meadow nook; 
And asters by the brookside 

Make asters in the brook. 

From dewy Janes at morning 

The grape's sweet odors rise; 
At noon the roads all flutter 

With yellow butterflies.— H. H. 

Tell Me, Sunny Golden Rod. 

Tell me, sunny golden rod, 

Growing everywhere, 
Did fairies come from fairyland. 

And weave the dress you wear? 



SEPTEMBER 25 

Did you get from mines of gold 

Your bright and sunny hue? 
Or did the baby stars some night 

Fall down and cover you? 

Are you clad in bright sunshine, 

Caught from summer's day, 
To give again in happy smiles 

To all who pass your way? 

Lovely are you, golden rod, 

I will try, like you. 
To fill each day with deeds of cheer. 
Be loving, kind and true. 
This poem is set to music in Primary Education, 
September, 1898. 

In Apple-Tree Town. 
Three wise men lived 

In Apple-Tree town. 
So wise, each wore 
A big, big frown; 

But they couldn't tell whether, 

Ahem ! Ahem ! 
The apple seed points to the 

Flower or stem : 
'Tis sad, but true. 
That none of them knew — 
Do you? Do you? Do you? 

Eain. 
The rain is raining all around. 

It falls on field and tree; 
It falls on the umbrellas here 
And on the ships at sea. 
— From * ' A Child 's Garden of Verse. ' ' By Permission of 
Rand, McNally & Co. 

One poem for each month has been selected from this little 
classic. They are ideal verses for children and require no inter- 
pretation. 



26 FIRST SCHOOL YEAR 

111. NUMBER. 

Ideas of number are first given by use of objects. 

This work is to be presented so that the children 
will make all discoveries for themselves ; hence it is 
necessary to have a variety of material for the number 
lessons. Some teachers prefer to omit number work 
altogether in the primary grades. If number is taught, 
it should be by such concrete methods as are here sug- 
gested, and in close connection with other subjects having 
an interesting content. Objects should be used in which 
the child is most interested ; like those named, or flowers, 
leaves, fruits, insects, etc. The children are first led to 
see numbers as wholes, as groups of objects ; two leaves, 
three flowers, three horse-chestnuts. All the combina- 
tions and separations are then worked out, either by the 
objects in their hands or by observation of the same in 
the hands of the teacher. 

THE FOUR STEPS. 

The four steps are taught at the same time, c. g., 
show me three leaves ; put two on right-hand side of 
desk ; one on the left-hand side. Tell the story. Two 
leaves and one leaf are three leaves. Hold one flower 
in the right hand, one in the left and put one on your 
desk ; how many in each place ? How many in all ? One 
and one and one are three. 

I have how many apples ? Three. Now I shall give 
Bessie one; how many are left? Two. How many did 
I take away? One. This will serve as an illustration of 
the first lessons. Following this oral work give the figures 
and the signs: -\-, — , X , -^, =, using the terms andj 
less, times, divided by, and are. 



SEPTEMBER 27 

Colored sticks are helpful in the first-year work. 

So many occupation lessons may be given in which 
the sticks are used, besides their entering into almost 
every lesson in number. The teaching of lines and 
measurement is commenced and carried throughout the 
year. Here the sticks are helpful. It will be necessary 
to have them exactly one, two, three, or more inches in 
length. The Foot Ruler. Teach the children how to 
use the foot ruler ; to find one, two, three, or more 
inches, to draw these measures first with, then without, 
the ruler, always insisting upon neatness and accuracy. 
Let the children make foot rules and half-foot rules from 
cardboard, strips of wood, and other material. Teach 
easy lessons in liquid measure, using the pint and quart, 
having the pupils do the measuring. 

PROBLEMS. 

Many little problems must be given. Whenever 
possible have them related to the nature lessons. 

Toy money should be used that the value of the 
pieces may be readily recognized. Simple business trans- 
actions in buying and selling should be arranged. 

THE TRIANGLE. 

Teach the triangle, first using the colored sticks. 
Take three sticks. Show how to form the triangle. 
Talk about lines, sides and corners. Make it with the 
inch sticks. Count number of inches around. Draw 
triangle one inch on each side. 

SEPTEMBER CALENDAR. 

-I. Draw rectangle on blackboard. 



28 FIKST SCHOOL YEAR 

2. Decorate with colored crayon, say Golden Rod 

and Aster. 

3. Divide into four-inch Sf|nares. 

4. Teacher or children mark days of the week. 

5. Count days frequently — days of week, days of 

month. 
The foregoing is intended to give an idea of what 
may he done the first month in number work, and will 
serve as a founrlation for the work of the year. 



Outline or Number Lessons for September. 

r. Combinations and separations. 

2. The figures i, 2, 3, etc. 

3. The words one, two, three, etc. 

4. The signs +, — , X, ^, =• 

5. The drawing of parallel lines both vertical and 

horizontal, and oblique. At this time they 
might be called standing lines, lying down 
lines, and falling lines. 

6. The measuring and drawing of one inch, two 

inches, three inches, etc. Use of foot ruler, 
etc. 

7. The making of the triangle from sticks, cutting 

from paper and drawing. Frequent lessons 
in color. 

8. Notice lines, sides and corners. 

9. Easy lessons in liquid measure, involving pints 

and fjuarts. 

10. Money lessons involving cents. Also the dollar. 

11. September calendar. 



SEPTEMBER 29 

IV. LANGUAGE. 

The language work of the first year naturally grows 
out of the Nature work and the Literature. As oral lan- 
guage precedes written language, so the first months of 
the child's school life should be devoted largely to oral 
expression. 

Children should be allowed and encouraged to ex- 
press themselves freely and often about the things that 
are mo.st interesting to them. 

All children are interested in a well told story, and 
naturall}- wish to reproduce it. 

Early in the year, short stories should be told for 
oral reproduction. 

The first efforts will be single sentences. 

Connected sentences follow, the children finally be- 
coming able to reproduce a story as a connected whole. 

The written language must necessarily be very 
simple. A foundation for this work will be the recog- 
nition and writing of words, such as sec, ^ive, take, 
hrini!;, and short expressions as / see, I have, using these 
same words and expressions in the written work. 

Short sentences, to be read from the blackboard, 
growing out of the nature work, as, See the apple, I see 
the leaf. See the red apple, I see the ^^reen leaf. The 
same or similar sentences should be printed for the read- 
ing lesson of the class. The language work is a part of 
every lesson of the day, and every exercise, whether oral 
or written, should have in it that which will give the 
child power and accuracy in expression. 

Leaf Stories, I^^irst Developed, then I'rinted. Such 
as. 



30 FIRST SCHOOL YEAR 

1. The sugar-maple leaf is yellow. 

2. The sugar-maple leaves are green. 

3. The maple-leaf has three sharp points. 

4. The oak-leaf has seven points. 

5. Oak-leaves have seven points. 

6. The horse-chestnut has five leaves. 

7. They are fastened together on one stem. 

8. See the leaves falling. 

READING. 

Reading, as now taught, includes sense training, 
voice culture, games and plays, imaginative work, and 
reasoning. The word method gives a drill on the words. 
The phonic method gives a key to independent thought, 
vocal training, and conscious strength in making out new 
words and the recognition of old ones. 

PHONIC WORK. 

The phonic work should begin about the second 
month of the child's school life. From the very first 
day, however, the teacher has in mind the preparation 
of the children for this important step. The simplest: 
sounds are given first, as in, u, s, t, p, followed by such 
combinations as srn, st, sn, etc., the children at first 
simply imitating the teacher. She must be able to use 
lips, and teeth, and tongue, and throat in a clear and 
distinct manner, and then come to the child's level and 
show him how to use his organs of speech in producing 
correctly the desired sounds. For drill work lists of 
words containing the same sound or combination of 
sounds are given, as baud, sand, land, ring, sing, bring, 
string, light, might, right, sight, fight, bright, flight, etc. 
In the mechanics of reading, devices are used as a means 
in bringing about the desired results. 



SEPTEMBER 31 

Poems. 

Come, little leaves, said the ^vind ore day. 
Come o 'cr the mieadows uith me and play ; 
Put on your dresses of red and gold, 
For summer has gone and the days grow cold. 

Dear Apple, Wale Up. 

1. A good little girl sat under a tree. 
Calling, ' ' Dear apple, come down to me, ' ' 
But the apple slept on, and did not hear. 
Though loudly she called, ' ' Come, apple, dear. ' ' 

2. The little birds flew to the old apple-tree, 
And sang, * ' Dear apple, wake up for me. ' ' 
The raindrops fell down with a gentle tap, tap; 
But did not disturb the apple 's nap. 

3. At last Mr. Wind came rushing that way, 

The child said, ' * Dear Wind, O help me, I pray. ' ' 

' ' O yes, that I will ! ' ' and he blew all around. 

Till the apple woke up, and jumped to the ground. 

V. THE ARTS. 

MUSIC. 

The value of music, in every grade of the school, 
is everywhere acknowledged ; but in no other department 
does it play so important a part as in the primary grade. 

The song has its place in the morning exercise, the 
recreation period, and the regular class-work. 

"Let us sing," is the request most frequently heard 
from little children who are taught to love and feel the 
worth of song. 

That these songs make a lasting impression is be- 



32 I'lh'ST SCHOOL \K\n 

\()U(\ (l(»iil)l, and il is lluTi'forc vct"\ iniportanl that all 
selections be chosen with this ihonj^ht in mind. What 
effect will this or that selection leave ni)on the children? 
Do the son^s they sinj^ make them more kind, more 
thon,L;hlfnl toward one another? 

is the sentiment (d' the soni;s adapted to the child's 
a^"e and nnderstandinj^-, and will this sentiment inllnence 
him for good? Is the nuisic within the C(»mpass of his 
voice, and is he tan.L;ht to nse this precions inslrnment 
carefully ? 

1 lieard a j^rown man say. "Phe son_i;s I learne<l in 
my early life have ne\cr been forgotten. When hundreds 
of miles awav from home these songs of childhood cc^nie 
back, bringing with them untold happiness." 

Make the children happ\' through uuisic. and keep 
well in mind that tlu' inllnence of music pervades not 
only childhood, but Ihe whole- of lile. 

Suggestive songs for morning exercises: 

1. I'\'ither. we Thank Thee. 

2. Jesus r>ids us Shine. 

3. ( iood Morning Song. 

4. 'Jdie Lord is My Shepherd. 

5. r.riug Them In. 

(). lesus Is the Morning Star. 

7. ( lod Is There. 

S. ("hildrtMi, (irateful for Meeting. 

September Songs : 

1. CrasshopixM- (Ireeu. 

2. See Millions <)i r.righl Raindrops. 

3. The Song of the r>ee. 

4. The Cobbler. 



si;i"n':Miii:K Xi 



5. ( )iKV There was a I .illK- Kilty 

6. Little I'oy \\\\\v. 

7. The Little Miee are ( RH])iii.L;. 

8. The l\-iniily. 

9. A I atlK' W nodpeeker Am 1. 



77/ 



('<>/ V. 



1. Teaeh seale, aseeiidiiiL; and (k-seeiidiii^'. 

2. Drill often in interval work, hei^inninji;" thus: 

I , J, I. 1 , J, J. 1 . I . J. 3, I , ete. 

3. Draw the slalT. teaehini;- lines, spaces, positions 

of C, ete. 

4. Insist upon soft, sweet tones. 

DKAW I NC. 

To (h^avv is the delight (d' the niajorits' of children. 
Tlic crnde pictnres of the child's imagination represent 
to him an entire story. 

Me attempts lionses an<l trees and hills as well as 
k)Conu)tives and wonderfnl ships. Shonld he not he 
encouraged and assistecl in thus expressing; himself? 

The Nature Stnd\ and tin- Literature can not he 
well presented without the aid of illustrations, and from 
these lessons also the drawiui; <>f the children uatmally 
comes. 

For the SeptcMuher work select the leaves that have 
heen speciall\' studied and have them drawn. I lave chil- 
dren ohserve carefully the sanu- points as in the ti-achini;" 
lesson. 

Draw stems havinc;- leaves arranged alternately ; also 
those having- the opposite arrangement. 



34 FIRST SCHOOL YEAR 

The painting of leaves and twigs in water colors. 

For September chart work let there be a collection 
of green leaves and flowers pressed and mounted, includ- 
ing such as are given for special study. 

WRITING. 

The writing, as well as the language, is a part of 
every lesson of the day, and is, therefore, taught in con- 
nection with the other subjects. The children should be 
supplied with lead pencils, without erasers, and pencil 
paper. Slates may be used, but for many good reasons 
the paper is preferable. 

The forms of letters and words placed upon the 
blackboard for copying should be several times the size 
of ordinary waiting, and in the early writing lessons 
children should be encouraged to make the forms large 
upon the paper. 

Children do not see things in the same way, any 
more than grown people, and especially in regard to size 
is this noticeable. Therefore we prefer paper without 
lines and spaces, that they may have more freedom in the 
written expression. 

I heard two men discussing the size of the moon as 
it appeared to them in the heavens. One said that it 
looked the size of a wagon wheel, while the other saw it 
the size of a dinner plate. Written forms on the board 
appear of different size to different children. 

Nothing but good forms should be given to the 
children, and as the first writing is learned by imitation, 
so the children by daily repetition of the same forms 
gradually acquire a uniform size. 

The necessity for all teachers using the same letter 



SEPTEMBER 35 

forms in the primary grade will be readily seen ; there- 
fore, a special system of penmanship should be adopted 
and closely followed. 

Children are generally more interested in writing a 
word than in writing a single letter. 

A child sees or draws a hill ; he wants to see the 
crayon say it ; he wishes to write the word and his efforts 
surprise you. The word ''hill" means something to him 
and is much more interesting than h or i or 11 standing 
alone. 

There is a time, however, for the drill work on let- 
ters as to form, and width, and height. 

Someone says reading, spelling, language, and 
writing are an organic unity, and it is economy of time to 
know how to teach all while teaching one of them. 

CONSTRUCTIVE WORK. 

If you wish the children under your care to be happy, 
let them ''make things." Before entering school little 
hands have reveled in making clay marbles and mud pies. 
Do not remove from them these pleasures, but direct their 
hands now in the way of doing definite work. 

The preparation of the clay is very simple. Direc- 
tions may be found on each brick or package of clay 
flour. 

The teacher has an important part to perform in this 
and every other lesson. It is her province to direct, to 
encourage, and to help where necessary ; to make the 
work pleasant and instructive, having in mind a definite 
aim as to the result. Children must follow the leader 
with eye and ear. 



36 FIEST SCHOOL YPJAR 

In September the following obj-ects may be modeled : 
Sphere, hemisphere, marbles, apple, peach, pear, lemon, 
orange, etc. 

The child's inventive power will soon assert itself, 
and should be encouraged. He will find stems for his 
apple. From the hemisphere he will construct a bird's 
nest and model the eggs for it. He will change the 
apple to an orange, peach or pear, and ask to model 
something that is known only to himself. This is an 
opportunity for the teacher to know better the child. 

Cutting. 

Circles, eggs, apples, etc. 

Children early learn to draw around the tablets, 
making for themselves many of the forms. 

Folding. 

Take the four-inch square. 

1. Name the color. 

2. Count the sides. 

3. Count the corners. 

4. Name the corners. 

5. Fold the square, bringing the edges together, 

as directed by teacher. 

6. Name the form. 

7. Show the edge of the book. 

8. How many corners ? 

9. Where is the outside? 

10. What color is the inside? 

11. Open the book. 

12. Make a story for your book. 

Many other questions will suggest themselves. 

In another lesson the square is folded into four two- 



SEPTEMBER 3-;^ 

inch squares and becomes a window, with four panes, a 
large field made into four small fields. The children 
observe and see new relations. They will make the fol- 
lowing statements if questioned clearly. 

The large field is four inches long and four inches 
wide. 

We made four small fields. 

The small field is two inches long. 

The small field is two inches wide. 

There are two fields in one-half of the square. 

Two fields and two fields are four fields. 
2+2=4 
2X2=4 
Pasting. 

?\Iake borders of colored circles, teaching the stand- 
ard color, shade and tint as early as practicable. 

Give lessons showing arrangement. Have children 
show standard color, tint and shade. Let number play 
an important part in these lessons. 

Sczi'iug. ' 

Secure either the assorted threads, silkateen, or the 
crewels. Buy the cards already perforated, and be care- 
ful to have the perforations large. Thread the needles for 
the children. 

Patterns for Sezcing. 

1. Single circle. 

2. Double circle. 

3. Apple and other fruit outlines. 

4. Easy borders, consisting of vertical, horizontal 

and oblique lines. 



38 FIEST SCHOOL YEAR 

Here is an opportunity for teaching color, number, 
and design. 

Illustrations for September, either in color or pen 
and ink. 

FRUITS. 

Apple, pear, peach. 

LEAVES. 

Maple, oak, horse-chestnut, apple, peach. 
Drawing, tracing, and painting. 

Some Suggestions. 

The opening day of the primary school is a most 
interesting and difficult one. It is the beginning of a 
new life for the children who enter that day for the first 
time, and a glad welcome should await them. 

These first days call for skill and insight on the part 
of the teacher. She can, by word and action, instil into 
the heart and mind of the children a love for school life, 
or create in them a dislike that may remain through life. 
Let these first days be days of close companionship be- 
tween teacher and children. Let the work be pleasant 
and bright and never burdensome. There should be no 
unhappy faces. It takes so little to .make children happy, 
and there are so many avenues open for reaching them 
that there should be no sad faces in the primary school. 
To those who love and study children it is well known 
that what is sweetest, best and noblest is brought out 
through patience, sympathy and love ; and that it is only 
as we enter into the closest relationship with them that 



SEPTEMBER 39 

we reach and move that wonderful thing — a child's will. 
Let all be done in a spirit of love. 

These first days must be given largely to adapting 
children to their new home. How shall this be done? 
Let the children tell you of their own homes, of what 
they do and what they most enjoy. Lead them through 
conversation lessons to feel that this new home belongs 
to all and to each of them ; that it must be taken care of 
just as the home from wdiich they have come, and that 
each one has a part in taking care of it and making it 
beautiful ; that the management of the whole depends 
upon the united efforts of all. 

Do not notice mistakes in the early days. It takes 
time to make the transition from the home to the school. 
In a short time the children become accustomed to their 
new surroundings and are glad and willing to do their 
part in working out your plans. Help them to adapt 
themselves to their new surroundings. In the very 
simplest things, directing is ne'cessary. They must be 
taught how to rise from their seats, how to stand, and 
how to sit; how to pass to and from class so as to save 
time and promote good order ; how to use the right and 
left hands ; how to find place and direction, etc. 

How shall all this be done? It takes time, and the 
teacher may feel that she can not afford it. Take it now 
and you will save it in the future. 

FINDING PLACE. 

Try the following for finding place : Show me the 
right hand ; the left hand : the right foot ; the left foot ; 
the right side of the desk ; the left side of desk ; the top 
of desk ; the center of desk. 



'ID 



i''ii{S'r sciiooi. \\].\\i 



Wo call (lie tollovviiiL; "llic Hay of tlu- i'cnril:" 
("liildrcn may lake llu- pencil in the lii^lil hand; as I talk 
move the pencil; llie pencil is on, nnder, over, helow, at 
die rii^lil side, al Hie Ud'l si<K-. in llie centiT of, in llie 
nnddle of rii^lit side, in the middle of lefl side, middle of 
I rout (mImc, nnddle of hack ed,L;e, npper rii^hl hand corner, 
lowcf ri<-hl liand corner, npper lefl hand I'orner, lower 
Ud'l hand corner of (he desk. 

( Inldreii enjo\ doin^ (hese ihin^s. and the far-sccini:;" 
leacluM knows how snch <h*ills will tend toward j^tmxI hah- 
ils and lighten llie work of coming; da\s. Ver\' soon she 
can sa\' lo her class, "Show me (he npper left hand cor- 
nel", r.e^in Nonr woik (heiH." ( hildren nnderstand and 
rcipiii'e no Imlliei (lirec(ions. 



I III': (AUDI NAI, I'OI N IS. 

I .e( (he cardinal poin(s he fixed l)y some iiUerestini,^ 
device. 'I'his will illiisdale: hid \(tn see tin- snn rise this 
mornini^? Wlici-e? Let iis point with (he y\i^h\ hand to- 
ward (he j)()int where it rose. What shall we call it? 
I'!ast. 1 )o \(»n e\i'r watch it _l;() out of siL;ht in the even- 
ing? W here? What shall we call that? West. 

Where are all (he hirds which were here (hroni;h 
(he summer? Some child will say, "They have ^onc 
South, where i( is warm." W ha( direcMion have you no- 
(ici'tl (hem llNini;? Le( ns siiii;, "Wlu'ie 1 )o All (he 
r.irdies ( io ?" and poin( (ovvard llu- Son(h as we sini;. 

Now let us stand and extend the riL-Jit hand toward 
the l''ast,or where the snn rist\s, and (lie k ft hand toward 
(lu- i)laci' where it sets. 

Wha( direclion is hehind us? .South. \ow. (lu're 
is anodier dii-ectiou in which we are (dl lookini-. r»v 



SEPTEMBER 41 

questioning as to where the cold winds come from you 
will get them from the children, North. 

Teach this stanza : 

Whichever way the wind dcth blow 
Some heart is glad to have it so ; 
Then blow it east, or blow it west, 
The wind that blows, that wind is best. 

These general exercises bring out the timid children, 
and are an excellent means of getting them to feel easy 
and at home in their new surroundings. This first year 
should be to the child an ideal school home, to which 
he comes daily, not because he must come, but because it 
is a place wdiere he is happy in having a part in the work, 
and in having the feeling that school will not be complete 
without his presence. 

THE SCHOOL HABITS OF THE FH^ST YEAR. 

"The usefulness of the school consists in the forma- 
tion of good habits." So, in the first year the aim should 
be to direct and help the children to form such habits as 
may be followed throughout life. The time taken for 
this training means more to the child than all the in- 
formation he accjuires. 

As the teacher faces a crowded room representing 
nearly as many families as there are children, each hav- 
ing his peculiar home hahils and natural characteristics, 
the situation is a perplexing one. Even though it has 
been met many times, the surroundings are never just 
the same. 

There are habits to be formed which afifect only the 
child concerned ; there are others which relate to the 
good of the whole school. 



42 FIRST SCHOOL YEAR 

HABITS RELATING TO THE SCHOOL COMMUNITY. 

The most important, perhaps, is the habit of re- 
specting the rights of the other children. I'here are 
many things which are not wrong in themselves, which 
nevertheless cannot be permitted in the school. 

The little child does not understand this. He has 
not been restrained hitherto. He has been a noisy, happy 
little creature, never still for a moment. He has, per- 
haps, been the indulged child, whose every wish has 
been gratified. Now the bold, impetuous ones and the 
timid and tearful are all brought together for the first 
time, and all is changed. They all belong to one family, 
in which each one must respect the rights of his neighbor 

Each must be taught that running, talking, sing- 
ing, etc., are not wrong in themselves, but there must be 
a time for these and all other exercises ; that his own 
rights must be respected, and therefore he must respect 
the rights of every other child. 

( In connection with this teach school culture^ I do 
not see why in this or any other grade children should 
not be systematically trained to observe the little acts of 
courtesy which are so pleasing. To remove hats when 
coming into the room, to hold them in their hands until 
they pass out of the room, to lift the hat when they meet 
you, to avoid passing in front of others and to apologize 
when it becomes necessary, to receive favors with 
"Thank you," to cultivate a pleasant tone of voice, to be 
considerate one toward another, to help in keeping desk 
and schoolroom in order, to be cleanly in person and 
careful of clothes are among the habits that should be 
formed. 



SEPTEMBER 43 

Not less important are habits of observation, atten- 
tion, industry, obedience, kindness, gentleness, and help- 
fulness. Show pupils how they may help one another, 
and that each little child must be on the alert to give as- 
sistance to some other child who is in need of help. And 
lastly, teach the child to be self-reliant, to have confidence 
in his own strength, and do everything that he possibly 
can without assistance. Instead of directing their ef- 
forts we often hinder their progress by giving unneces- 
sary or unwise help. 

Morning Prayers for Little Children. — Selected. 

I. 
Dear Jesus, I come with the morning light, 
To ask thy hand to guide me aright. 
Keep me from sinning and show to me 
How a little child may be helpful to thee. Amen. 

II. 

Keep my little voice today, 
Keep it gentle while I pray ; 
Keep my hands from doing wrong, 
Keep my feet the whole day long. 
Keep me all, O Jesus mild, 
Keep me ever thy dear child. 

III. 
We thank thee for our daily bread 
And all the blessings on us shed. 
We pray thee fill us with thy love. 
And guide us to our home above. 

Father, send on us thy blessing. 

As we come to thee in prayer; 
Let us feel that thou art near us, 

Keep us in thy tender care. 



44 FTRST SCHOOL YEAR 

Lord, Ave come to thee for blessings, 
Which thou only canst bestow; 

Grant us all new hearts, clear Father, 
Grant that we like thee may grow. 

V. 

Jesus, merciful and mild, 
Hear my prayer, a little child; 
While I try to pray to thee 
Look in mercy down on me. 

Good Night Poem. 

Good night, good night, 
Fast fades the light. 
But still God's love 
Shines from above, 
Making all bright, 
Good night, good night. 




OCTOBER NATURE STUDY. 
These autumn days are rich in opportunity for 
nature teaching. Flowers are daily becoming rarer, the 
leaves have almost fulfilled their mission, but autumn 
fruits and seeds take their place and tell the story of 
nature's completeness, and through the seemingly life- 
less seed the beautiful lesson of life is taught. 



SEEDS. 

The children are encouraged to bring many varieties 
of seeds together for study ; to tell all they know of their 
uses. Let the first thought be that through the seed the 
plant reproduces itself ; that every perfect seed, whether 
large or small, has in it the life element ; that people and 
animals could not subsist without the seed as a food. 

Show how nature has planned for the distribution 
of seeds ; that wind and water have their parts as well as 
man and animals. Have pupils notice carefully the re- 
semblance and differences in seeds and the characteristics 
of common ones. How such seeds as the thistle and dan- 

45 



46 FIRST SCHOOL YEAR 

delion will float upon the water and be borne great dis- 
tances. 

These and other seeds have special attachments by 
which they are carried far away from the parent plant. 
The maple seed has a wing, the dandelion a tuft of fine 
hair, the baby milkweed a gown of silk, by which attach- 
ments the wind carries them miles away. 

Some seeds have hooks, others are found inside of 
burs by which they attach themselves to whatever they 
come in contact with ; for example, sheep, cow% and dog, 
and are thus disseminated. 

As the leaves of the horse-chestnut and oak were 
selected for September, so the nuts of these trees are 
given for special study. 

The last week of the month is given to the study of 
the Indian corn, which has been selected as a type in the 
seed work of the first year. 

SEEDS AND THEIR DISTRIBUTION. 

I. Uses of Seeds. 

1. Reproduction of ])lant. 

2. A food for man and animals. 
II. The Parts of the Seed. 

' man. 
animals, 
'ater. 



III. Distribution of Seeds 



r 



nd. 



IV. Planting of Seeds. 

1. Preparation of soil. 

2. Condition of soil. 

3. Conditions for growth. 

4. Seeds planted in the spring. 



OCTOBER 47 

5. Seeds planted in autumn. 
V. The Gathering of Seeds. 
I. By man. 
2, By animals. 

SPECIAL STUDY INDIAN CORN. 

Have the entire plant before class. 

I. Study plant as a whole ; height, thickness, 
joints, roots, arrangement of leaves, posi- 
tion of ear, tassel, and silk. 
II. Study Plant as to Parts. 

1. Take each part of the plant, leading the 

child to see for himself how the per- 
fect grain comes from the harmonious 
working of all the parts. 

2. Notice length and width of leaves and 

their venation. 

III. The Dry Stalk. 

1. Examine outside — inside. 

2. How fiber differs from pith. 

3. Compare with wood, having a cross- 

section. 

4. Compare bark of wood with fiber. 

5. Compare rings with pith. 

6. What the rings mean in the section of 

wood. 

IV. The Ear. 

1. Arrangement of kernels. 

2. Number of rows ; odd or even. 

3. Varieties of corn. 
V. Uses of Corn. 

I. Ground for meal. How prepared? 



48 FIRST SCHOOL YEAR 

2. Hominy. How i)rc])ared? 

3. Boiled on, cob. Canned. 

4. Corn starch. 

5. Food for animals. 

6. Use of husks. 

7. Use of stalks. 
VI. Cultivation. 

1. How is it planted? 

2. Process of cultivation. 

3. Husking", storing, shelling. 

4. Why called Indian corn? 

5. How cultivated by the Indians? 

WINDOW BOXES. 

Geranium cuttings may be put into bottles of water in 
September and in a few weeks will iiave a cluster of tiny 
rootlets. 

Make window boxes about one foot deep and set 
out the cuttings. With care a winter bed will brighten the 
schoolroom and furnish material for observations. 

Other boxes may be planted .with nasturtium or 
morning glory seed. 

Children observe the rapid growth in the room and 
work out the reasons. 

Notice that the morning glory puts forth its flowers 
when three or four inches high, and before it begins to 
vine. 

Clusters of nasturtiums may be put in jars of water. 
If cared for they will continue to grow and bloom for a 
long time. 

Encourage children to bring their own plants and 
to assist in their care. Thev will observe that good soil, 



OCTOBER 49 

light, moisture, sufficient heat, cleanUness and regular 
care are necessary to produce healthy plants. 

Even young children can not fail to understand that 
the care of their own bodies does not differ essentially 
from that of the plants and that Mother Nature is most 
exacting in her demands. 

II. LITERATURE AND HISTORY. 

From Longfellow's Hiawatha simplify and adapt the 
story of Mondamin. As a preparation for this beautiful 
Indian legend the following ma}- be suggestive : 

1. Picture of Indian chief. 

2. Picture of Indian children. 

3. Wigwam. 

4. Stories of Indian life. 

5. Illustrations of Indian life. 

6. Condition of our country when discovered. 

7. The Indian's power of endurance. 

THE STORY OF MOXDAMIX. 

Word pictures and illustrations : 

1. Ossea, the "Son of the Evening Star." 

2. The tent in the forest. 

3. His love for nature. 

4. What he saw each day. 

5. The coming of Mondamin. 

6. The wrestling of Ossea and Mondamin. 

7. The victory of the boy. 

8. The grave of INIondamin. 

9. The coming of the corn. 

10. The mvsterv revealed to the bo v. 



50 FIRST SCHOOL YEAR 

II. The (ircat Spirit's rich i2:ift, Mondamin ; the 
nation's food. 

The I^lanting- of the Cornfield is to be prepared in 
the same manner. This Hterature from Indian Hfe gives 
the children an insi<:^ht into the characteristics of another 
race. History now forms an interesting^ study, as the 
children hear for the first time of the discovery of their 
country and the finding of this race of people ; of how 
they lived ; of the finding of the corn. Tell them of the 
rude methods of cultivation by the Indians, and have them 
compare with modern methods. Let them draw their own 
conclusions. 

The Dandelion Cycle. 
''Pretty little Goldilocks, shining in the sun, 
Pray what will become of you,- when the summer's done?" 

' * Tlien I '11 be old Silverhead, for, as I grow old. 
All my shining hair will be white, instead of gold. ' ' 

* ' And where rests a silver hair that has blown from me, 
Other little Goldilocks in the spring you'll see!" 

"Goldilocks to Silverlocks, Silverhead to gold. 
So the change is going on every year, I 'm told. ' ' 

Teach this poem : 

Only a little seed. 

Very small indeed, 

Put it in the ground, 

In a little mound, 

Wait and see 

What it will be. 
Stories : 

1. "Seedlings on the Wing," Cat Tails. 

2. "The Little Brown Seed." 

3. "The Chestnut Boys," Child's World. 
"4. "The Stolen Corn," Grimm. 



OCTOBER 51 

Bed in Summer, 

In winter I get up at night, 
And dress by yellow candlelight ; 
In summer, quite the other way, 
I have to go to bed by day. 

I have to go to bed and see 
The birds still hopping on the tree, 
Or hear the grown-up people's feet 
Still going past me on the street. 

And does it not seem hard to you. 
When all the sky is clear and blue, 
And I should like so much to play. 
To have to go to bed by day? 
— From ' ' A Child 's Garden of Verse, ' ' by permission of Rand, 
McNally & Co. 



III. NUMBER. 

To make the number lessons interesting and profit- 
able with little children requires much in the way of de- 
vices. The work is a building-up process, new numbers 
being added to the structure each month. 

Throughout the year the same general plan will be 
seen in the outlines, but it will be necessary for the 
teacher to find new ways of presenting the work. 

NATURE NUMBER. 

Count the leaves on the cornstalk. 

How many are green ? 

How ma'nv are brown? 

Count the joints on the cornstalk. 

How many large roots? 



52 FIEST SCHOOL YEAR 

How many small ones ? 

Are there more large roots or small ones? 

Mary may find the tassel. Show me one part ; an- 
other, until all are counted. 

Let us look at the ear. Wlio will tell us something 
about it? Teacher, lead the children to speak of the 
rows. 

Let us take out one row. Children, count as teacher 
removes grains. 

Now we will count the remaining rows. Each one 
get an ear and find out how many rows of grain there 
are on the cob. 

Name all the varieties of corn you can think of. 
What kinds furnish food for man ? For animals ? 

COLOR WORK. 

Color enters into the work of the first year, and has 
its place largely in the number lessons. Children should 
be taught early to recognize and distinguish the primary 
colors ; to know something of shades and tints ; to ar- 
range circles, triangles, and rectangles into beauty forms. 

This is the ''color work," and it is most fascinating 
to children. Through the bright circle and the square 
the dry facts of number are made things of beauty. The 
educational value is readily seen ; children get not only 
number, but form, color, harmony, and arrangement. The 
well arranged color lessons strengthen the habits of at- 
tention, interest, industry, neatness, and cleanliness. 

Ask for the half of four. Give each child four bright 
circles and he readily tells you. Have the circles mounted 
with the statement belc ■^^^ ^ of 4 circles = 2 circles. 



OCTOBER 53 

THE RECTANGLE. 

The rectangle work becomes a pleasure when con- 
structed with colored squares. Beginning with the square 
inch build up the rectangle 4x1 or 2x2, using either two 
harmonious colors or different shades or tints of the 
same color. 

What is the result? The children express just what 
they have done. 'The rectangle is four inches long and 
one inch wide; it has four square inches. The rectangle 
is two inches long and two inches wide." 

Let there be frequent use of the foot ruler. Measure 
at the sand table a garden bed two feet long and one foot 
wide. Compare this with another bed four feet long and 
two feet wide. What is the difference in length? In 
width? In area? 

Make all work interesting and practical. "Let things 
that have to be done be learned by doing them." 

OUTLINE OF NUMBER LESSONS FOR OCTOBER. 

1. The perception of the number as a whole. Four 

apples ; eight nuts ; six boys ; ten leaves. Pic- 
ture representations of groups of four. 

2. Combinations and separations. Children make 

all discoveries bv means of objects, ^ of 4 ; 
i of 4; i of 6. 

3. The figures i, 2, 3, 4, etc. The words one, two, 

three, etc. 

4. Abstract work growing out of the concrete. 

5. Science problems about trees, leaves, seeds, nuts, 

squirrels, etc. 

6. A line six inches long. Compare this line with 

a line three inches long; two inches long. 



54 FIRST SCHOOL YEAR 

7. TIk' s(jiuire inch. 

8. The rectangle 4 X i ; 2 X, i . Compare. 

9. The area of these pectanoles. 

10. Comi)are rectangle with triangle. 

11. Liquid measure. Dry measure. 

12. P)U\ing and selling. 

13. Making October calendar. 

IV. LANGUAGE. 

NEW WORDS. 

Each day should add new words to the child's vo- 
cabulary. l*>om the stories told to the children in con- 
nection with the nature and literature studies these words 
are selected. They are written upon the blackboard for 
class drill in recognizing words, and for written or seat 
work afterward. 

The number of words given depends altogether upon 
the interest the children take in their work, and the man- 
ner in which it is presented by the teacher. 

The October list should include such w^ords as the 
following : Seed, coat, wheat, corn, stalk, acorn, walnut, 
chestnut, dandelion, milkweed, tlour, meal, mill, roots, 
joints, the name of the month, the names of the days of 
the week, the names of colors as seen in nature and as 
used in number work, etc. 

To have children become familiar with the written 
word and later the printed one requires skill, patience 
and tact on the part of the primary teacher. Indeed this 
work may become mere drudgery unless it is made at- 
tractive and interesting by the use of good devices. The 
following are suggestive. 



OCTOBER 55 

1. Build a wall. Write a word on each brick. Chil- 

dren see how many they can name. Children 
sns^gest words or use the same device for seat 
work. 

2. Build steps on board. Tut difficult words on steps. 

Children go up and down, naming all words. 
Arrange sentences in same way. 

3. Make a wheel. On each spoke write a word. 

How many can go around the wheel ? 

4. Draw a winter tree. On each limb write a word. 

Children can take away the words. 

5. Write action words — walk, skip, cry, sing. Chil- 

dren perform action. 

6. Teacher place words promiscuously on board. 

Dictate a short sentence. Children find words 
to build the sentence. 

7. Write short sentences, as 

Show me your hand. 
Show me a pencil. 
Show me a red dress. 
Show me a green leaf. 

BOOK.MAKING. 

8. Make booklets for children. Material, manila or 

heavy paper for back, and tablet paper for the 
leaves. Tie with bright silkateen. Illustrate 
the cover simply. 
As soon as children are able to write allow them to 
put the words or sentences into these books. The little les- 
sons mean so much more if preserved day by day. En- 
courage their efforts by putting in a star or a tiny pic- 
ture here and there. 



56 FIKST SCHOOL YEAR 

These books are helpful in many ways. They save 
material, show the daily work and progress, do away 
with loose papers, and are really a labor-saving device 
in the end. When filled the child takes his book home. 

WEATHER RECORD. 

The children keep in their tablets a weather record 
which may be in this form : 

This is a bright Monday, a rainy Tuesday, a cloudy 
Wednesday, etc. 

These records are frequently read at the end of the 
week. That the sentence should begin with a capital let- 
ter and end with a period, that the first letter of the days 
of the week and of the months should be a capital should 
be permanently fixed. 

These new words should stand out as mental pictures 
in the minds of the children. They should be used first in 
oral expression, then in the written. Have the best oral 
expression printed for the reading work, giving each 
child a copy. The printing may be done by boys in 
higher grades. 

Printed stories, such as 

THE SEED. 

1. We planted the seeds in the garden. 

2. The wind plants seeds. 

3. Milkweed seeds have wings. 

4. We blew the milkweed seeds. 

5. The birds plant seeds. 

6. The water plants seeds. 

7. Sheep carry seeds in their wool. 



OCTOBER 57 

THE CORN. 

1. We measured the cornstalk. 

2. The cornstalk was seven feet high. 

3. The corn has many roots. 

4. The corn has long leaves. 

5. The corn has a tassel. 

6. The corn has ears. 

7. We use the corn for food. 

8. The Indians first planted corn. 

9. They called the corn Mondamin. 

10. Which kind of corn do you like best? 

11. We like pop corn best, 

IV. THE ARTS. 
Music. 

THEORY. 

1. Scale work. 

2. Continue interval work, i, 2, 2, I. i, 2, 3, 2, i. 

I, 2, 3,4, 3, 2, I. 

3. Do all the individual work possible. 

4. Encourage children's singing alone. 

5. Change the pitch frequently. 

OCTOBER SONGS. 

1. Good Morning, Dear Children. Opening 

exercise. 

2. Where Do All the Birdies Go? 

3. Little Birdie in a Tree. 

4. Come, Little Leaves. 

5. The Little Leaves on the Maple Trees. 



58 FIRST SCHOOL YEAR 

6. Dobbin Colt. 

7. Linger Song — Shut Them Open, 

It is the intention to add songs each month which 
are suggestive of the time of the year and appropriate 
to the needs of the school. 

DRAWING. 

Teacher's illustrations : 

1. Drawing of common seeds, bean, corn. 

2. Drawing of common nuts. 

3. Drawing seeds having appendages, as dande- 

lion, milkweed, and maple. 

4. Drawing of the corn plant, showing position of 

root, stems, leaf, ear, blossom, and tassel. 

6. Illustrate the planting of the cornfield. 

7. Let the children illustrate the stories. 

8. Teach them the drawing of several seeds and 

nuts. 

9. Have the walnut and acorn painted in water 

colors. 

SUGGESTIVE PICTURES. 

1. The Shepherd and the Sheep. 

2. The Picture of a Cotton hleld. 

3. The Harvest. 

4. Animal pictures. 

WRITING. 

1. The writing of words. 

2. The writing of sentences. 

3. Forms of letters, capital and small. 



OCTOBER 59 

4. Special drill on the simplest of the small let- 

ters, i, o, t, u, n. 

5. Blackboard writing. 

6. Writing easy words from dictation. 

CONSTRLXTI\E WORK. 
CLAY MODELING. 

Continue the modeling of objects based upon the 
first type form. 

]\Iodel the cube : 

1. Compare with the sphere. 

2. Find number of surfaces. 

3. Find number of corners. 

4. Compare faces or surfaces with the surface of 

the sphere. 

5. Children show (round) curved surface. 

6. Children show flat surfaces. 

7. Apply these tests to objects in room. 

8. Have the children name flat surfaces they can 

think of but cannot see ; curved surfaces. 

jModel objects based on cube, bar of soap, trunk, 
chest, coffee-mill, steps, book, car, etc. 
Cutting. 

Give the children inch-square tablets and paper. 
Show them how to place the tablets and draw around 
the edge of tablet ; cut out the squares. 

How many will it take to cover the faces of the clay 
cube ? 

Show picture or drawin-g of the wigwam. Chil- 
dren cut wigwams of different sizes. 

Cut one for ]\Iondamin. Cut one for the chief. 



60 FIRST SCHOOL YEAR 

|-()ij)iNc;. 
Take tlic four-inch s(|uare. 

1. I'\)ld a book. 

2. I'\)l(l the opposite way, makin<T^ four \viii(k)ws. 

3. k\)kl u])])er rii^lit and upper left corner to 

nii(klle of the square. Form a tent. 

4. k^)kl the remainini^ corners to the middle of 

the s(|uare. lv)rm the envelope. 

5. Turn each corner face to edije. l^'orm picture 

frame. 
I\isfin<^. 

l)orders made from the inch squares are very pretty 
if the colors are well selected. Then alternate the circle 
and the scjuare inch, fixinj;^ these forms by noticing their 
differences. 

I'orders made from circles and inch scpiares are 
pretty and again emphasize the forms by their differences. 

These forms may all be done with pen and the color 
marked. 

Illustrations for ()ctol)'er: 

1. Indian corn. 

2. Wigwam. 
Scicliii:;. 

1. .\utumn leaves. 

2. 'l\Mits. outlined and ])erforate(l. 

3. Kasv borders, representing fences ; straight 

lines, zigzag lines. 
M omit ill i^. 

Collect antunin leaves. Tress and mount upon black 
muslin or paper. Wm will have a beautiful bc^rder for 
the November da\s. 




.^ 







I. NATURE STUDY. 

The preparation for winter, and a spirit of thankful- 
ness for nature's bounteous j^ifts and all other blessingi^s, 
are the underlying" thoui^hts for the month of November 
Thou,c:h flowers and leaves are no more seen, though 
skies are dull, there is no reason why November should 
not be one of the most interesting months of the year. 

APrROACII 0|- WINTER. 

The children who have lived with nature from bud 
and ilower to seed cannot fail to see the perfection of 
her plan. The trees clad in the sober garb of winter 
with well wTapped buds, the use of the fallen leaves as a 
protection for flowers, seeds and roots, the coming of 
Jack Frost and snow, all herald the ap])roach of winter. 
In their observations they see the same preparation by 
insects, worms and animals. Ants and bees have stored 
away their winter's food ; the caterpillar has made its 
cocoon and has already begun the long winter's sleep. 

Tell the children, if they are not al:)le to find out for 
themselves, of the careful preparation made by animals 
as regards clothing and a winter habitation ; that some 

61 



62 FIRST SCHOOL YEAR 

put on their warm winter clothes just as we do, while 
others, as the frog, turtle, and snake, lie dormant through 
the cold weather. 

MIGRATION OF BIRDS. 

The migration of the birds is a subject interesting to 
everv child. Some of the familiar birds have gone ; chil- 
dren have been watching them as they disappear, either 
singly, in pairs, or in flocks. Other birds stay with us all 
the winter. Take time each day to talk about these 
things. Let the children give their opinions. Why do 
some birds go South? Why do others stay? Which 
go first? Which stay with us longest? How do they 
travel? Do they change their clothes? Why? Will the 
children not understand that as nature and animals are 
making preparation for a period of rest, so mankind 
must also make provision for the winter, and that he 
must draw his supplies from the abundance of nature? 

PREPARATION FOR WINTER. 

I. Nature's Preparation. 

I. Preparation of trees and plants. Leaves 
are dropped, buds are coated, wood 
hardens, sap goes to roots. 
IL Insects' Preparation. 

1. Spin cocoons; bury themselves. 

2. Store food underground. 
in. Animals' Preparation. 

T. Shed coats and get warmer coverings. 

2. Store away food for winter. 

3. Sleep during the winter. 



NOVExvIBER 63 



IV. Man's Preparation. 

1. Storing away of food 

2. Fuel, coal and wood. 

3. Warmer clothing. 

V. Migration of Birds. 

^ ... { Climate 

I. Cause 01 nns:ration. -l -^ 



'fe' 



Food Supply. 

Which leave first ? 

^ , . . . Which leave last ? 

2. Order of migration. -^ ,,,, . , , . 

W hich travel alone ? 



In pairs. In flocks? 

^ r r.- , i Rapidity. 

3. Stages of flight. \ „,/ / ... , ^ , ^ 
^ ^ ) \\ hen ? \ ight or day ? 

4. Sounds made during flight. 

5. Peculiarities of birds in flight. 

By sea. 



6. Routes of migration. 



By mountain. 
By valley. 
Bv river. 



OBSERVING THE TREES. 

7. Change in appearance. 

8. Change in habits. 

9. Select several familiar birds for observation 

until the time of migration. 

II. LITERATURE AND HISTORY. 

During the month of November historical literature 
becomes the center of interest. This should be a glad 
and fruitful time for story-telling. The history of the 
brave people who left their own homestead and went to 
Holland, their return to England, the voyage of the 



64 



FIRST SCHOOL YEAR 



^Nfayllower and the laiuliiii;- at Plymouth Rock, open up 
a new world of interest to these first-year children. 

Tell them of the hardships which these people en- 
dured in their new home ; of sickness, and famine, and 
trouble ; of their relation to the Indian, and the assistance 
which thev received from the red men of the forest. Let 




Tin: i'KiiAr^ 



them feel well acquainted v/ith Squanto and with 
Samoset, the great Indian chief. 

Tiring out the child life in this history work. How 
these children spent their time. Stories about their home 
customs, schools, and church, their toys and games. How 
the boys helped their fathers to clear the land and plant 
the corn, while the girls helped the mothers to cook and 
spin. Tell of the queer names given to these little chil- 



NOVEMBER. 65 

dren — Thankful, Sunshine, Desire, Patience, Hope. 
Compare the Ufe of a Puritan child with that of a child 
of the present time. 

No fairy tale is more interesting than the story of 
the first Thanksgiving feast. Allow .the children to sug- 
gest what the food would be. Tell all about this eventful 
time ; that it lasted three days, a new program being 
arranged for each. Not only religious services were 
held ; there were many games of running, and leaping, 
and jumping, and through these festivities the good-will 
of the Indian was gained. 

To this feast came King Massasoit with ninety of 
his warriors, invited guests. Picture these Indians 
marching into the village, dressed in their gayest clothes, 
with painted faces, and wearing their longest feathers. 
Show the picture representing the Indians' contribution 
of five deer to the feast. 

In conclusion, lead the children to understand, in a 
measure, the significance of the Thanksgiving festival of 
today, to feel a spirit of thankfulness, and to show this 
gratitude by giving and doing for otheres. 

THANKSGIVING WORK. 

I. Meaning of Thanksgiving. 

1. It is a harvest feast. 

2. A day for giving thanks for all blessings. 

3. A day of family reunions. 

4. An important historical day. 

5. An American holiday. 
II. Historical Literature. 

1. The Pilgrims in England. 

2. The Pilgrims in Holland. 



66 FIRST SCHOOL YEAR 

3. The voyage to America. 

4. The landing — Plymouth Rock 

5. The first winter. 

6. The first Thanksgiving. 

7. A. Thanksgiving Story, American Pri- 

mary Teacher, November, 1897. 

8. "Stories of Colonial Children." 

Stories. 

1. "Tlie Crane Express," Child's World. 

2. "The Fan-tail Pigeon," lb. 

3. ''Jack and Jenny Sparrow," lb. 

4. ''The Thrifty Squirrels," lb. 

5. "The Origin of Birds," Indian Myth. 

6. "The Squirrels," All the Year Round. 

7. ' ' Mr, and Mrs. Chipmunk, ' ' lb. 

8. "How the Chipmunk got the Stripes on his Back," lb. 

9. "Yearly Travelers," lb. 

10. ■ ■ Winter Quarters, ' ' lb. 

11. "History Stories," Mara Pratt's History. 

12. " Massasoit, " Alma Burton's History. 

18. "How Patty Gave Thanks," Child's World. 
14. "Pearl and Her Pigeons," lb. 

Good-By, Little Flowers. 

Hark! through the ])ine boughs 

Cold wails the blast. 
Birds south are flying, 
Summer is dying. 

Flower time is past. 

Cold are November skies, 

Sunless and drear, 
Goldenrod, eyelids close; 
Asters, tuck in your toes; 

Winter is here. 



NOVEMBER 

"Goo(l-l)y. little fl()^Yers! 

The icy Avinds sing; 
Snow, blanket them over 
Sleep -well, little clover. 



1 


1 




■ 


1 


1 




■ 


■ 


1 


1 


• FKaSPS' 


i 


j 


1 


^m 


r ^ ^1 


BHF^j^B 


p^ 


m^^ 


''3'' ' — 


"' 








vlH 


H^^HRi 


l. 



















PLAYING THE FIRST THANKSGIVING DINNI:R. 



November Poems. 
Trees brown and bare, 
Dry leaves everywhere 
Dancing up and down. 
Whirling through the air. 

Eed-cheeked apples roasted, 

Pop-corn almost done, 
Toes and chestnuts toasted — 

That's November fun. 

Thanlsgiving Song. 
The happy thank-you day has come 

And harvest time is past. 
We've gathered fruits and nuts and grains, 

We '11 say good-by at last ; 



68 FIRST SCHOOL YEAR 

Good-by to Autumn, Autumn dear, 
And with our parting words, 

We'll sing our thanks to God above. 
For fruits and trees and birds. 



Morning Poem. 



-Child Garden. 



I. For this new morning with its light ; 
For rest and shelter of the night; 
For health and food, for love and friends; 
For everything thy goodness sends, 
We thank thee, Heavenly Father. 

11. For flowers that bloom about our feet; 
For tender grass, so fresh and sweet; 
For song of bird and hum of bee; 
For all things fair we hear or see, 
We thank thee. Heavenly Father. 

III. For blue of stream, and blue of sky; 
For pleasant shade of branches high; 
For fragrant air and cooling breeze ; 
For beauty of the blooming trees. 
We thank thee, Heavenly Father. 

— Ralph Waldo Emerson. 

November. 

Now the birds have flown 
To their Winter home 

'Neath Southern skies so blue. 
The tlowers, leaves and grass 
Have said, ** Good-by, dear lass; 

Good-by, dear laddie, too, ' ' 

The winds begin to blow 
And whistle for the snow — 
The winds so wild and free! 



NOVEMBER (59 

The little drops of rain 
Roll down the window-pane, 
And happy seem to be. 

The winds and raindrops help us to remember 
That this is Thanksgiving month, jolly November. 

— Wilhelmina Smith. 

A Thanksgiving " T." 
(To be recited by a small boy holding in his hand a large ''T.") 
I'm just a little bit of boy. 

As everyone can see, 
But then I 'm big enough to know 
About the letter ' ' T. " 

There's one I call the little ''T,'' 

It always wears a hat. 
And then the funny capital, 

I think I'll speak 'bout that. 

'Tis ''T" that stands for Thanksgiving, 

It's straight and tall, you know. 
Just like a little grenadier 

That's standing at a show. 

And oh! of all the funny things 

About that letter ' ' T, " 
It stands for just the very day, 

'Tis Thursday, don't you see? 

— By Isabella C, Woodland. 

A Child's Thanls giving. 
I thank thee. Father in the skies, 

For this dear home so warm and bright; 
I thank thee for the sunny day, 

And for the sleepy, starry night. 

I thank thee for my father's arms. 
So big and strong to hold me near; 

I thank thee for my mother's face; 
I thank thee for my dolly dear. 



70 



FIRST SCHOOL YEAR 



I thank thee for the little birds 

That eat my crumbs upon the sill ; 
I thank thee for the pretty snow 

That's coming- down so soft and still. 

O Father, up there in the skies, 

Hear me on this Thanksgiving day. 
And please read in my little heart 

The ''thank you's" I forget to say, 
— By Kate Whiting Patch, Kindergarten Review. 




VIRGINIA AS I'RISCliJ.A. 



NOVEMBER 71 

The Little Pilgrim Maid. 

1. There was a little Pilgrim maid, 

Who used to sit up so.^ 
I wonder if she ever laughed, 
Two hundred years ago. 

2. She wore such funny little mitts^ 

And dainty cap of silk,' 
She had a little porringer 

For her brown bread and milk. 

3. She was so good, so very good, 

Ah, me, I most despair,* 
She never tore her Sabbath dress,' 
A-sliding down the stair. 

4. But then, I really try, and try 

To do the best I can ;« 
Perhaps I may be most as good 
As little Puritan. 

5. And if, when next Thanksgiving comes, 

I try to sit up so,' 
Maybe I '11 seem from Pilgrim land 
Two hundred years ago. 

Motions. 

'Hands folded in a prim manner; body erect. 
'Hands held up to show mitts. 
■Point to cap. 
^Gesture of despair. 
•'Dress held out at sides. 
Hands folded. 
'Position, same as '. 

November. 

And what do you say is the very best way 
To show we are grateful on Thanksgiving Day? 
The best thing that hearts that are thankful can do 
Is this: to make thankful other hearts, too. 



72 FIRST SCHOOL YEAR 

For lives that are grateful and sunny and glad, 
To carry their sunshine to hearts that are sad, 
For children who have all they want and to spare, 
Tlieir good things with poor little children to share. 
For this will bring blessing and this is the way 
To show you are thankful on Thanksgiving Day. 

— Selected. 

A Good Play. 
We built a ship upon the stairs, 
All made of the back-bedroom chairs, 
And filled it full of sofa pillows 
To go a-sailing on the billows. 

We took a saw and several nails. 
And water in the nursery pails, 
And Tom said, ''Let us also take 
An apple and a slice of cake," 
Which was enough for Tom and me 
To go a-sailing on the sea. 

We sailed along for days and days, 
And had the very best of plays; 
But Tom fell out and hurt his knee, 
So there was no one left but me. 
— From A Child's Garden of Verse. By Permission of Rand, 
McNally & Co. 

III. NUMBER. 

Continue concrete number work of last month. With 
the new facts presented, frequently review the work given 
previously. 

USE OF CHARTS. 

Seed charts, showing collections of well-known 
grains, should be arranged in connection with the number 
work. With the small grains arrange groups, combina- 



NOVEMBER 73 

tions, separations, figures, etc. Keep these charts for 
reference, both in science and number. 

DIVIDING AND MEASURING. 

Teach the halves of numbers in the same way. 
Measure cornstalk, leaves, and roots. Let the children 
estimate lengths ; then afterward measure. Draw groups 
of fruits and divide into two parts. One-half of five is 
just as easily pictured and understood as one-half of four. 

TRIANGLE, RECTANGLE, ETC. 

With colored sticks construct the pentagon. Recall 
a figure having three sides ; one having four. Compare 
figures and fix words, triangle, rectangle, and pentagon- 
Have children name things that look like these figures. 
Use them in picture illustration, and have the children 
reproduce the figures frequently for seat work. 

THE NUMBER FIVE. 

The number five is very suggestive. Children have 
five fingers, five toes. They come to school five days in 
the week. They are five years old. Continue measure- 
ment and lines. Give the terms horizontal, vertical, 
oblique. The pentagon illustrates the three classes of 
lines. Illustrate lines by drawing, from dictation, houses, 
boxes, kites, chairs, etc. Let the thinking of the number 
work come through the doing. 

COUNTING. 

Count the buds on the twig. How many are small? 
How many large? 

How many birds did you see this morning? Count 



74 FIRST SCHOOL YEAR 

flocks if not too large. Children will notice that some 
migrate in pairs. How many birds make a pair? Two 
pairs? Three pairs, etc. 

Put the cocoons gathered in safe places for the 
winter. Count them. 

Select material for color work. Count the squares 
and circles. Divide into groups, as directed by teacher. 

Outline of Number Lessons for November. 

1. Combinations and separations. 

2. The figures and words. 

3. One-half of three, of five, of seven. 

4. Measurement. A line five inches, a line four 

feet. 

5. Teach the terms horizontal, vertical and oblique. 

6. The pentagon ; build, fold, cut, draw. 

7. Compare with triangle and rectangle. 

8. A rectangle 3X1 inches, 3X1 feet. 

9. Color and number. 

.10. Science work and number. 

IV. LANGUAGE. 

Do not neglect the oral expression. Let there be 
a time each day for a conversation lesson. Allow and 
encourage the children to relate what they have ob- 
served since the last talk. Tell them short stories, having 
the children reproduce. They should now be able to 
write a number of words either from memory or dicta- 
tion. Continue the sentence work as in previous months. 
Give the interrogative form. Compare it with the declar- 



NOVEMBER 75 

ative statement. Prepare a list of familiar words. From 
these words have the children first make statements ; 
afterward use the same words in asking questions. Teach 
period and question mark. Many proper names occur 
in this month's work. Teach the use of the capital letter 
by calling attention to its always being used with a 
proper name. 

In adding to the children's vocabulary do not hesi- 
tate to give long words. Thanksgiving is just as easily 
remembered as a word of one syllable. Squanto, Samoset, 
Pilgrim, Plymouth Rock, and Mayflower are added to 
the list and retained, because of the child's interest in 
these words and the association he makes with the stories 
that have been used. The written exercise is an out- 
growth of the word-work. The same or similar sen- 
tences are printed for the reading lesson. Toward the 
close of November the children should be able to read 
such printed sentences as the following: 

BIRD STORIES. 

1. The birds go south in autumn. 

2. The robins and bluebirds come back first in the 

spring. 

3. They go south because it is cold here. 

4. They go south to find food. 

5. The birds fly by night and by day. 

6. The birds go south in flocks. 

7. The birds put on their winter clothes when they 

go south. 

8. The fantail pigeon went to see the owl. 

9. The pigeon wanted to be wise. 



76 FIEST SCHOOL YEAR 

10. He only blinked his eyes. 

11. Jack and Jenny Sparrow lived in a nice bird- 

house. 

12. The cranes carried the little birds over to 

Africa. 

THE FIRST THANKSGIVING. 

1. The Pilgrims had the first Thanksgiving Day. 

2. The Indians came to visit them. 

3. The Indians brought five deer with them. 

4. Massasoit was the Indian chief. 

5. Squanto came to see the Indians. 

6. Samoset came, too. 

7. The Pilgrims all went to church on Thanks- 

giving. 

8. They thanked God for his goodness. 

9. They had three days of Thanksgiving. 
10. We have one Thanksgiving Day. 

THANKSGIVING WORK. 

1. We drew a chest. 

2. The chest had the laws in it. 

3. Brewster owned the chest. 

4. The chest had a lock. 

5. We drew the kettle. 

6. We drew the Pilgrim's hat. 

7. Miles Standish was a good man. 

8. He took care of the Pilgrims. 

9. He had a big sword. 

10. The Pilgrims loved Miles Standish. 



NOVEMBER 77 

IV. THE ARTS. 
Music. 

Motion songs are especially adapted to the first- 
year children. The imitation of the raindrops finds ex- 
pression by tapping the fingers softly upon the desk. 
The fluttering, dancing, and falling of the leaves, the 
imitation of birds and animals by hand and body motion. 
The success of the 'motion songs depends upon the 
child's entering into the spirit and the thought of what 
he sings. The sentiment of the songs should be adapted 
to the ages of the children, and the words developed and 
taught as carefully as any other lesson of the day. There 
is no doubt but that the words and melody of these songs 
will influence the mind and heart of the child for good. 

A clerg}aTian, whose family was noted for amiability 
and affection, was asked the secret of his successful train- 
ing. 'T call," said he, "the influence of music to my aid. 
If I see any of my children apparently angry, I say, 
'Sing, children, sing;' and before the strain is ended 
every unpleasant feeling disappears and harmony pre- 
vails." May it not be well for teachers to profit by this 
hint? 

Nov&mher Songs. 

1. '* Little Jack Frost." 

2. ''The Little Leaves." 

3. ''Five Little Chickadees." 

4. ' ' Over the Eiver and TTiroiigh the Woods. ' ' 

5. ' ' The Going of the Swallows. ' ' 

6. ' ' Come, Little Leaves. ' ' 

THEORY. 

1. Interval work. 

2. Draw the staff before children. 



78 FIRST SCHOOL YEAR 

3. Ex])lain lines, spaces, added lines. 

4. Place syllables, letters, and figures on the stafif. 

5. Place simple exercises upon staff for drill. 

WRITING. 

Daily work in writing. Place copy upon the board 
in the best form possible. Call attention to height, width, 
form, and characteristics of letters. Teach capital forms 
as they occur in the writing lesson and in the other work. 
Give frequent tests to fix forms of the letters and their 
arrangement in words. Write a word plainly upon the 
blackboard. Have the children observe carefully. Erase 
the word, having them reproduce the mental picture. 
Spelling as well as letter forms are thus permanently 
fixed. 

DRAWING. 

The work in November is rich in opportunity for 
expression. While observing nature's preparation for 
winter, in the shedding of leaves and the careful pro- 
tection of the buds, have the children express their ob- 
servations with the pencil. Pictures and illustrations, 
representing the hibernating animals and the migratory 
birds, are helpful and interesting in connection with 
animal's preparation. The fruits and vegetable forms 
are another source of expression. To keep up the interest 
and add pleasure to the drawing work, devices must be 
used. From the apple form, by adding a few lines, funny 
faces are easily made. Let the children have a joyous 
time through the November drawing. 

The Pilgrim work would be very incomplete with- 
out the illustrations. As the storv is told draw the fol- 



NOVEMBER 79 

lowing with the crayon : Mayflower, Plymouth Rock, 
sword, powder-horn, hat, Indian tent. Pilgrim's house, 
the cradle. Elder Brewster's chest, and chair. 

The following pictures should be used in the No- 
vember work : 

1. The Pilgrims Leaving England. 

2. The Landing of the Pilgrims. 

3. The Eirst Thanksgiving. 

4. Pictures representing Indian life. 

Con STRUCT I VK Work. 

The month of November presents a new field for 
work. Since history for the time has become the center 
of interest, the making of charts has proven a pleasure, 
besides being an excellent way for fixing the stories that 
have been presented orally. 

The teacher provides some sheets of cardboard, and 
puts at the top a suitable heading, as. The Puritans in 
England, The Puritans in Holland, The Voyage to 
America, The Eirst Thanksgiving. 

The teacher may make these headings very attractive 
by illustrations, bright colors, and whatever her inventive 
power may suggest. Beautiful pictures may be bought 
at a penny apiece, such as, 

1. Departure of the Pilgrims from Delft-Haven, 

1620. 

2. The Landing of the Pilgrims. 
, 3. The Pilgrims on the Way. 

4. Embarkation of the Pilgrims. 

5. Eirst Sunday in New England, - 

6. The Return of the Mavflower. 



NOVEMBER 81 

7. The First Thanksgiving Dinner. 

8. Plymouth Rock. 

9. Pilgrims Going to Church. 

10. Miles Standish. 

11. Priscilla at the Wheel. 

12. John Alden. 

13. Indian pictures. 

Have also a picture box for the children. Encourage 
them to keep their eyes open for pictures from magazines 
and newspapers. They will surprise you each day with 
new offerings. 

Give simple drawing lessons, mounting these with the 
pictures. 

DRAWINGS. 

1. Plymouth Rock. 

2. The Mayflower. 

3. Cradle. 

4. Pilgrim's chair. 

5. Pilgrim's hat. 

6. The chest. 

7. Powder-horn. 

8. Pilgrim's house. 

9. Wigwam. 

10. Bow and arrow. 

11. Pumpkin, etc. 

This work will repay you for all the time and outlay 
when a happy child says, "This is my picture." 'T made 
this drawing." "Are not the charts pretty?" From "The 
Nature Work" make charts to illustrate : 

1. Insects' preparation for winter. 

2. Animals' preparation for winter. 



S2 l-MKST SCHOOL YEAR 

3. ■Mii^ratiuii <>f l)ir{ls. 

4. Xatnrc's ])rc])arati()n for winter. 

5. Man's pre])aration irr winter. 
ModcliiiL'. 



I. 


The chest. 


2. 


Rnth Endicott's beads 


3- 


Pilorim's house. 


4- 


Pumpkin. 


5- 


x\uts. 


6. 


Hat. 


7- 


Plymouth Rock. 



THE PILGRIM STORY ON THE SAXD-TABLE. 

It may help some teacher to make the historical ideas 
more real by suggesting the following plan : 

The number class measured and cut a quantity of 
sticks from small limbs of trees ; wnth these they built 
log houses. Plaster-making, mixing clay and w^ater, was 
great fun. The chinks between the sticks were filled. 
Oiled paper was used for window lights. 

Doors were made from pieces of crayon-boxes with 
leather strips for hinges. The houses were now ready 
for the Pilgrims. 

It was suggested that the children dress some dolls 
after the manner of the Pilgrim's dress. 

A Polish child brouglit the first product, a clothespin 
in dress, apron, and kerchief. The hint was good, and 
whole families of Pilgrims were easily procured. Raffia 
was braided and sewed into hats for the men and bonnets 
for the mamas and girls. A cradle was made for Pere- 
grine from the same material. The Mayflower and 
smaller boats v.ere folded from stiff paper. 



NOVEMBER 83 

Early in the month the table work began. One side 
was colored blue to represent the ocean, and the New 
England coast outlined. The child who had been to the 
ocean suggested some sand along the coast and her idea 
was carried out. As the Pilgrim story was told day by 
day, new material was made and arranged on the table, 
on which soil had been placed and the country modeled 
under the direction of the teachers in charge. A rude 
church was constructed and the clothespin Pilgrims 
marched, with sticks for guns, to church and home again. 
The Indians played an important part. They were cut 
out from pictures, stiffened and arranged on the hill, 
ready to come to the first Thanksgiving dinner. The 
Indian village was made in the following manner: Cut 
circles from brown paper. Fold into at least eight sec- 
tions. Cut out two or more sections, or fold one on each 
side of opening to strengthen the tent. Fold back triangle 
to make the entrance. Decorate tents in stars, canoes, 
sun, moon ; see pictures of Indian tents. Stick small 
twigs into sand-table to represent tent-poles and pin tent 
around. A circle must be cut from point of tent to allow 
sticks to come through. Many other details were worked 
out and the Pilgrim story was a real thing to the chil- 
dren, and is given with the thought that it may help those 
who wish something more concrete than maps, illus- 
trations, or even the splendid pictures of Pilgrim life. 




I. NATURE STUDY. 

The first part of the Christmas month is given to 
animal study. The sheep, camel, and donkey have been 
selected at this time because of the relation they bear to 
the story of the Christ child. Indeed the work of the 
entire month should be a preparation for the full enjoy- 
ment of the gladdest day of the year. 

THE SHEEP. 

The sheep is chosen by reason of its close relation to 
the story of Christmas. It enters into many of the pic- 
tures of sacred art, and because of its innocence and gen 
tleness was used by the famous painters of olden times 
to symbolize the Savior. 

To the country child it is perhaps the pet most 
loved ; he is very familiar w4th its habits and can tell 
much of its usefulness. On the other hand we find chil- 
dren in our city schools who have never seen one and to 
such children the study is most interesting. There are 
so many beautiful pictures that teachers should never be 
at a loss for helps on animal studies. If possible have a 
fleece of wool for study. Talk about the care a sheep 
requires ; of the work of the shepherd. By story and 
illustration describe the washing and shearing of the 

84 



DECEMBER 85 

sheep. Lead the children to see how dependent they 
are upon it for winter clothing. Tell them the story of 
"John's Trousers/' which illustrates the steps from the 
shearing of the sheep to the cloth ready for use. 

Bring out the sheep nature ; affection, docility, and 
gentleness. Its habits ; why it needs care and protection. 
Use the Bible for illustrations. Tell the children of the 
wild sheep of the mountains. Have pictures and com- 
pare with the domestic sheep. Why are the ears of the 
wild one erect while those of the tame hang down ? 
Which of the senses of the sheep are most developed ? 
The following outline will suggest additional questions : 

OUTLINE THE SHEEP. 

I. Obvious points. Size, shape, color, covering. 
Domestic. 



2. Kinds. , ^^^ 



3. Legs and feet. Compare with cow. 

4. Teeth; chews a cud. What other animals do? 

5. Xeck. 

6. Tail. 

7. Horns. 

8. Habits. 



9. L'se, 



I 



Flesh used for food. 
Wool changed to clothing. 

r Why this warm covering? 
,,. . I The shedding of the wool. 

I The washing and shearing 
1^ The usefulness of wool. 



86 FIKST SCHOOL YEAK 

THE CAMI'.L. 

The Christmas work would be incomplete without 
the story of the three wise men who had waited so long 
for the coming of the Christ child. A little time given to 
the study of the camel will help the children to understand 
the modes of traveling in a desert country, and how this 
patient animal is so well adapted by its structure to its 
home and the life it leads. 

Nearly all children have seen the camel. Pictures 
are easily procured and add much to the interest. Let 
the children make their own observations. They will- tell 
about the hump, legs, feet, head and hair. Compare the 
camel with the horse. Where are the resemblances? 
Where are the differences? What is the food of the 
camel ? Does the horse eat the same food ? 

Give the children an idea of a desert country. Use 
the sand-table for illustration. Have pictures of desert 
scenes and give vivid descriptions of the lives and customs 
of the desert roving people. Tell them of the great cara- 
vans crossing the deserts, through vast stretches of sand, 
extending miles and miles without a stream of water; 
then the little oases appearing in the distance to the joy 
of both traveler and camel. The sense of smell- is so well 
developed in this animal that he can detect the presence 
of water at a great distance, long before his master. How 
the camel is aUle to travel so long without water and 
food will be not only interesting, but will show how dif- 
ferent animals are adapted to the natural conditions of the 
countries in which they live. Speak of the usefulness of 
the camel as a beast of burden. How he receives his load. 
Observe the calloused knees and chest. Speak of the 



DECEMBER 



87 



training of the camel for its work. For additional sug- 
gestions see outline. 

OUTLINE THE CAMEL. 

1. Obvious points, size, shape, color, covering, 

humps. 

( Arabian, single humped. 

2. Kmds. I g^^^j.i^j^^ ^Q^ble humped. 

3. Height, compare with horse. 

' horse. 



4. Covering, compare with 
5. Teeth. 



dog. 

sheep. 

cow. 



6. Food. 



grass. 

leaves. 

dates. 

beans. 

grain. 



7. Stomach. 

8. Hump. 



I What it is. 
' Use of hump. 
I How increased. 
9. Legs and feet. 

Compare with leg and foot of horse. 
Why the large and elastic pads ? 
TO. Eyelids and nostrils. 

r A protection from the sun. 

A protection from the sand. 
' How are these organs adapted to a sand 
storm ? 



88 FIRST SCHOOL YEAR 

II. Uses of the camel. 

A beast of burden. "Ship of the desert." 

The coarse hair is woven into cloth. 

The fine hair into artists' brushes. 

The flesh is used for food. 

The milk for drink. 

The skin for making sandals, bottles, and 

buckets. 
The Arabs call the camel the "Gift of 

Heaven." 
Why? 
The Donkey may be studied in the same manner. 



II. LITERATURE AND HISTORY. 

The work of the autumn month serves as a fitting 
foundation for the Christmas thoughts. The gifts of the 
fields, the gardens, and the trees should be bound into one 
great whole, that of free and cheerful giving. As an ap- 
propriate close, give the story of the gift of a life to the 
entire world. 

MEANING OF CHRISTMAS. 

The Christmas thought of giving is no new one, but 
the significance of the gift of the Christ child may not 
be well understood by the children. Tell the children the 
Bible story in the most interesting manner. Primary Ed- 
ucation says of the Christmas story, "It is a mine of de- 
scriptive material in itself. Why should children not 
learn of Judea and Bethlehem with the same eagerness 
with which they hear of the Eskimo and the -tropical 



90 F1K«T SCHOOL YEAK 

islands?" By story, i)ictiirc. and illustration, take the 
children with you on the journey from the humble home 
in Nazareth to Bethlehem. Why going to Bethlehem? 
Describe the journey. How long did it take them? Why 
was the donkey used for traveling? Tell of the arrival 
at Bethlehem and the new difficulties that awaited them. 
Where did they finally procure a place of shelter? 

BIRTH OF THE CHRIST CHILD. 

There in the lowly stable the little Christ child was 
born. On this same night, the shepherds were lying on 
the hillside with their sheep. What were the dreams of 
the shepherds? What did they see on awaking? What 
did they do? Have at this point, if possible, the picture 
entitled, 'The Adoration of the Shepherds." 

How fitting to close the Christmas stories with the 
narrative of the three wise men, who had waited so 
long and knew so well the meaning of the star. Each 
one, we may suppose, mounted upon a large white camel 
with silver bells and golden trappings, had started from 
his own country at the same time. From the west, the 
south, and the east they came, across the great hot desert, 
until they finally met and continued their journey to- 
gether to Bethlehem. How beautiful the ending of the 
story. They knelt before the manger, the shepherds in 
their simplicity and the wise men in all their splendor, in 
worship and adoration of the Christ child. 

In Primary Education, December, 1893, and 189^). 
are found excellent helps on the Christmas work. In 
"Ben Hur" read the chapters describing the home, jour- 
ney, and meeting of the Hindu, the Greek, and the 



DECEMBER 91 

Egyptian. Simplify these stories and adapt lliem to 
the children of the first year. 

Leave with the children this lasting thought, that 
to the entire world comes the greatest of all gifts, the 
gift of the Christ. 

' ' For the Christ child who comes is the master of all ; 
No palace too great and no cottage too small, ' ' 

OUTLINE CHRISTMAS WORK. 

I. The Expectation of the Christ Child. 

1. The story of Joseph, the carpenter. 

-ri . r AT ' Bible. 

2. the story oi Mary. 



Legends, 
n. The Journey to Bethlehem. 

1. The object of this visit. 

2. The mode of traveling. Why? 
in. The Arrival at Bethlehem. 

1. The lodging place of Joseph and Mary 

2. The birth of the Christ child. 
l\\ The Shepherds. 

1. The work of the shepherds. 

2. The sheep, the dream, the star. 

3. The journey to Bethlehem. 

ii. The Egyptian. 
2. The Hindu. 
3. The Greek. 

1. The journey of the Egyptian across the 
desert. 

2. His preparation to serve his friends. 

3. The meeting and greeting of the three. 



92 



IMIi'ST SCHOOL \K.\U 



4. 'I'lu' story of (.'.'icli. (Adapted.) 

5. TIk' journey to Uethleliem. (I'iclurc.) 
(k The ,i;ifls to the Christ child. 




lurr.Mi, i.ii(KM iioLV NKiirr ('<»■>■< </<iii). 



1. "Tli(> Lo^MMul ,,f St. ('liiist..|.lH r," Child's Christ 

TaloH, AiulrcM Ilofcr. 

2. "Tho Fir Tree," Il:ms Anderson. 

:\. "ChristniMs in the liarn," Cliild's World. 



DIOCI'IMBKR 93 

Mcmonj Poem. 

Why do Ihc hells for Clirisl iii;im rinj,'? 
Why do little ehildren siii^? 

OiUM' a lovely HJiiiiin^ .star, 
Seen by Hlu'jjherdH from afar, 
(letitly iiKJVcd until its lij,'lit 
Made a maif^er'H cradle bright. 

Therci a darling hahy lay, 
Pillowed soft iipoii the hay, 
And its mother san^ and smiled; 
This is Christ, th(> Holy Ciiild. 
Therefore bells for Christmas rin^, 
'J'herefore little ohildren sin^. 

- I'ln^rene l''ield. 

The Shepherds and the Habr. 

Onee a l»al)y caiiie to earth, 

To a mother lioly ; 
Angels told us of its liirtli, 

In a, manj^er lowly. 

And tlie shepher^ls heard the son^. 

As they lay a-slceping, 
'Mid tlieir sheep, beneath tin; stars, 

Who silent watch wore keeping. 

When the aii<,'els went away. 

They hurried to the; manner. 
And with j^ifts of new-born land)S, 

They blessed the tiny straii^'er. 

When they saw the lovely ba))e, 

They left with joyous sinj^in^, 
y\iid from house to house they went, 

The aiii^cls' messa;^e biin^iii^f. 

—A. 11. P. 



94 FIRST SCHOOL YEAR 

Young Night Thoughts. 

All night long and every night, 
When my mama puts out the light, 
I see the people marching by, 
As plain as day before my eye. 

Armies and emperors and kings, 
All carrying different kinds of things, 
And marching in so grand a way, 
You never saw the like by day. 

So fine a show was never seen 
At the great circus on the green, 
For every kind of beast and man 
Is marching in that caravan. 

At first they move a little slow, 
But still the faster on they go, 
And still beside them close I keep 
CTntil we reach the Town of Sleep. 
— From "A Child's Garden of Verse," by permission of Rand, 
McNally & Co. 

III. NUMBER. 

As in the preceding months, teach the fundamental 
steps by objects and ilhistrations. Continue the work 
on Hnes, using dimensions from one inch to six or eight 
inches. Preparatory to the Hue six inches give such ex- 
ercises as the following: Boys and girls, show one inch 
on your rulers. Draw a line one inch long. Two inches 
on the ruler ; draw the line. Have all draw together the 
same kind of line. Second line is how many times as 
long as the first line ? How many of the first will it take 
to make one of the second ? How long is the first ? The 



DECEMBER 95 

second? Two times one incli are^ how many inches? 
2 X I =^ 2. Draw a Hnc three incites ; comnare with Hnes 
one and two. Draw hnes four, five, and six inches, fol- 
lowing^ up the comparisons. Teach in connection the ab- 
stract forms 2 X I, 3 X i, 4 X i, 5 Xi. 6 X i. 

RECTANGLES. 

In teaching the rectangle 6 X i use the colored inch 
squares. Build up the rectangles 2X1. 3X1, 4X1. 
etc., to 6X1. How many square inches in the first? 
The children have the work before theni and if prop- 
erly directed can make no mistakes. How many square 
inches in the second rectangle? How long is the rec- 
tangle? How wide? Continue binding until the new 
step is reached and developed. 

Now draw a horizontal line six inches long ; at the 
right hand draw a vertical line one inch long ; another 
at the left hand side ; connect the vertical lines and cut 
out the rectangle. Measure on this rectangle one inch 
and fold ; continue until the rectangle is folded into six 
square inches. 

RECTANGLE SIX INCHES BY ONE INCH. 

Now take the rectangle 6 X i- Divide the colored 
squares into two parts. Put three in one row. Place 
the other three under the first. How long is this new 
rectangle ? how wide ? how many rows ? how many square 
inches in a row? how many in both rows? how many 
times three square inches ? Two times three square 
inches are how many square inches ? 2 X 3 =^ 6. Com- 
pare this rectangle with the rectangle 6 X i. as to length 



96 FIRST SCHOOL YEAR 

and width ; as to number of square inches. Teach line 
one foot, two feet, etc., in a similar way. Let this be 
followed by rectan^s^les whose dimensions are 6 X i feet, 
3X2. Have the children measure frequently the doors, 
tables, desk, etc., as to length and width. The teacher 
should give many lessons in drawing both from dicta- 
tion and by working with the children. 

For color work, in addition to the rectangles, make 
the hexagon by laying six equilateral triangles. Discuss 
sides, corners, shape, color, etc. Compare the hexagon 
with the pentagon. Teach the children to fold a six- 
pointed star from the equilateral triangle. 

The half and third of six is easily worked out 
through form and color. 

PROBLEMS. 

The Christmas work in Nature study and Literature 
is full of suggestions for problems. Let these science 
problems have their place whenever opportunity presents 
itself. 

OUTLINE OF NUMBER FOR DECEMBER. 

1. The fundamental steps. Concrete. 

2. The figure and word. 

3. The abstract forms following the development. 

4. Problems related to the Nature work. 

5. The rectangle 6X1. 2X3- Compare. 

6. Construct the hexagon. 

7. Compare with the pentagon. 

8. Money values. 

9. Drawing, fences, doors, windows, etc. 
10. Color and number. 



DECEMBER 97 

IV. LANGUAGE. 

ORAL EXPRESSION. 

As new subjects are presented there comes the 
necessity for new expressions. The child looks at a 
beautiful picture and he immediately seeks for words to 
express his thoughts. He hears and enjoys a well-told 
story and wishes others to enjoy the same ; so he repro- 
duces it, adding new words to his vocabulary as new 
thoughts present themselves. He frequently hesitates 
for want of the right word, and here is the teacher's op- 
portunity to give help just when it is needed. Every 
new word adds to his power of oral expression. 

In the beginning of the year he expressed his an- 
swers in a single word, then a sentence or several sen- 
tences bearing upon the same thought. In addition to 
the work of former months encourage the oral repro- 
duction of an entire story. As a preparation, tell the 
story simply, and make it so real and picture-like that 
the children can not but enjoy the reproduction of it. 

REVIEWS ON WORDS. 

To retain the words given from time to time requires 
daily drill and frequent tests. Throughout each month 
keep list of such words as are considered most important. 
Have these ready for the spare moments. The children 
may be asked to write as many as they can from memory. 
The teacher may use them for dictation, the children 
writing upon the board or in their tablets. Devices must 
be resorted to as a help in retaining words. Write a word 
upon the board. Who can tell what it is? Children get 
the form; teacher erases and has children write. Again, 



98 FIRST SCHOOL YEAR 

place a list of words on the board ; children point out 
certain words ; erase a word and name it ; name a word 
and have child erase it. Words requiring special drill 
should have a permanent place upon the blackboard until 
they are readily recognized. 

LESSONS PRINTED FOR CLASS. 

For reading matter have lessons printed from the 
animal studies and Christmas literature and history. By 
folding sheets of drawing paper into book form, and 
making them secure with paper fasteners, a booklet may 
easily be provided for each child. Each printed lesson 
is then mounted in these booklets as they are needed by 
the children. To have the child make his own reading 
book, to see it grow from time to time, has been found 
very interesting and helpful. 

Printed stories, such as 
Story of the Christ Child. 

1. Joseph and Mary lived in Nazareth. 

2. They went to Bethlehem to pay their taxes. 

3. They rode on a donkey. 

4. Joseph walked and led the donkey. 

5. Many people came to Bethlehem. 

6. The houses were all filled. 

7. Mary and Joseph stayed in a stable. 

8. The Christ Child was born in a stable. 

9. Mary laid it in a manger. 
10. We love the Christ Child. 

The Shepherds. 

1. The shepherds took care of the sheep. 

2. They saw a light in the sky. 

3. It was a bright star. 



DECEMBER 99 

4. They followed the star. 

5. It led them to Bethlehem, 

6. The sheep came with them. 

7. What did the shepherds see? 

8. They saw Mary, Joseph, and the Christ Child. 

9. The Christ Child was born in a manger. 

10. The Christ Child was a Christmas gift to 
the whole world. 
The Wise Men. 

1. The wise men went to see the Christ Child. 

2. They took spices to the Christ Child. 

3. There were three wise men. 

4. The wise men rode on white camels, 

5. They went across the desert. 

6. The desert was covered with sand. 

7. One of the wise men made a house. 

8. It was a tent. 

9. The camel is kind. 

10." It can go a long time without water. 

V. THE ARTS. 

Music. 

The Christmas spirit comes largely through the 
Christmas songs. It is the month into which should 
come many of the beautiful hymns and songs arranged 
for the Christmas time. There seems to us a hidden 
meaning which shows itself in the happy faces of chil- 
dren, as they sing the sweet carols of the Christ Child. 
Let them sing often. Tell them of the little children in 
other countries w^ho also sing their glad songs. Teach 
not only the music, but the words as well. L^t the 

Lorc. 



100 FIRST SCHOOL YEAR 

first-year children feel that the whole world joins in the 
chorus, that the music would not be complete without 
the help of each little voice. Teach this stanza: 

''List the bells are softly pealing; 
Joys of Christmas-tide they bring; 
Let us all with gladsome voices 
Join the angels as they sing." 

December Songs. 

1. "A Flock of Sheep, ' ' Marching Songs, Guy Burleson. 

2. ' ' Hark, 'Tis the Shepherd 's Voice I Hear, ' ' Ogden. 

3. ''While Shepherds Watched Their Flocks by Night," 

Hymnal. 

4. ' ' Jesus is the Morning Star. ' ' 

5. "Jolly Old St. Nicholas." 

6. ' ' Carol, Children, ' ' Jenks and Walker. 

7. "Merry Christmas Bells," lb. 

8. "Tlie First Christmas," lb. 

9. "Christmas Star." 

Bethlehem Town. 

I. Bethlehem Town, Bethlehem Town, 
On thy dreams the stars look down. 
On the hillside dark and deep 
Shepherds watch their flocks of sheep. 
Little Bethlehem Town, 
Little Bethlehem Town. 

II. Bethlehem Town, Bethlehem Town, 
Stars have made for thee a crown, 
Lo, the Glory of the hills. 
Hark the Angel 's song that thrills. 
Glorious Bethlehem Town, 
Glorious Bethlehem Town. 

III. Bethlehem Town, Bethlehem Town, 
On the hay so crisp and brown. 



DECEMBER 101 

In a manger wide and deep 
Lies the King of kings asleep. 
Blessed Bethlehem Town, 
Blessed Bethlehem Town. 

Tune—-' ' Silent Night. ' ' 

— From Primary Education. 

THEORY. 

1. Continue the interval work. 

2. "Write simple melodies in numbers, having chil- 

dren sing. 

3. Introduce the chart. 

4. Have children able to sing from dictation the in- 

tervals that have been given ; to give the syl- 
lable for a tone or group of tones which the 
teacher may sing, using la or loo or a word. 

DRAWING. 

Have drawing of pictures involving the three classes 
of lines as suggested in the number work. 

With as few lines as possible represent the sheep, 
camel, and donkey. Pictures of the shepherds and their 
sheep out on the mountains, of Joseph and Mary on the 
way to Bethlehem, of the stable, the manger, and the 
cradle, are all available, and from these crayon sketches 
can be drawn for reproduction by the children. Beautiful 
pictures can be purchased for a trifle ; educational maga- 
zines are sending them out as supplements, so there can 
be no excuse for the teacher's not making at least a small 
collection of such pictures as will be most helpful in the 
work of the school. The following pictures are among 
those suggested for the Christmas month : 



102 FIRST SCHOOL YEAR 

1. The Adoration of the Shepherds. 

2. St. Anthony and the Christ Child. — Murillo. 

3. Madonna della Sedia. — Raphael. 

4. Madonna St. Sistine. — Raphael. 

5. Madonna. — Bodenhausen. 

6. The Journey of the Wise Men. 

7. The Shepherd and the Sheep. 

WRITING. 

Continue work of former months. Write words 
and sentences in connection with the language work. 
Have a writing lesson daily, with special drill on some 
letter or word. Teach spelling through writing. Insist 
on the best the children can do, but be careful not to dis- 
courage their efforts. Drill on such words as the names 
of the days of the week, the months, names of colors, 
etc. Let the writing mean something to the children. 

Constructive Work, 
drawing and painting. 

1. Evergreen trees. 

2. Christmas bells. 

3. Star forms. 

4. Piccola's shoe. 

5. The holly. 

6. Snow flakes. 

7. Candle. 

8. Stocking. 
Makijig. 

The time that young children take in making things 
for others is time well spent. Shall we not help them 



DECEMBER 103 

to get away from the selfish thought of receiving only? 
"Oh, don't you know that giving is better than receiv- 
ing?" 

Much of this work must be cooperative, a kind of 
partnership between pupil and teacher. What shall be 
done in the first grade? 

Christmas Booklets. 

1. Small sheets of drawing paper. 

2. Fold in book form. 

3. Decorate edges. 

( 1 ) Holly leaves. 

(2) Stars. 

(3) Bells. 

(4) Any simple border. 

(5) Scallop edges and gild. 

The teacher may draw all or part of design, and the 
child color with pencil or water color. 

4. Purchase the tiny INIadonnas or any other suit- 

able picture. Mount one in the center of deco- 
rated cover. 

5. In the book may be placed the Christmas stories 

as they have been written from day to day. 
Scripture verses and short poems are likewise 
appropriate. Copies of Eugene Field's poem, 
"Why Do Bells for Christmas Ring?" may be 
procured, one being pasted in each child's book 
and given to him without comment. 
Children do their best because the book is for mother 
or father, or to send far away to some dear friend. 

Cutting. 

I. Strips of gilt or yellow paper for chains. These 



104 FIRST SCHOOL YEAR 

are used for schoolroom decorations or for the 
Christmas tree at home. 
2. Take the four-inch square (bright colors). 

( 1 ) Fold as for a book. 

(2) Cut in one-fourth inch strips, within a half 
inch of edge. 

(3) Unfold and glue edges. 

(4) Finish with paper handle and some gilt 
stars. A pretty lantern. 

Chart Making. 

1. Collect different Madonnas. 

2. Bethlehem, Nazareth. 

3. Santa Claus pictures. 

4. Animals. 

( 1 ) Sheep. 

(2) Camel. 

(3) Donkey. 

5. The Nativity. 

6. Shepherds. 

Arrange and mount. Place where children can see 
and enjoy the pictures. 

jMany beautiful little cuts are taken from the Sab- 
bath-school papers, children's magazines, and educa- 
tional papers. 
Pasting. 

See suggestions in number outline for December. 




^hfTM-Ml^M^M.^ 



I. NATURE STUDY. 



DIVISIONS OF TIME. 

The beginning of a new year suggests a study of the 
way ''Time" is divided. When the children return to 
school after the Christmas vacation, they begin not only 
a new day and month, but a new year as well. As a 
preparation recall the months that have passed since 
they entered school in September. What month followed 
September ? Name the month in which Thanksgiving oc- 
curred. What shall we call these three months? Au- 
tumn. Was it cold when you started to school? Were 
there any flowers blooming? Were the trees bare as they 
now are? Allow the children to recall many of the 
changes that they have observed. They will say that it is 
colder now because winter has come. What is the first 
month of winter? The second? The third? What shall 
we call this season? The months may now be written 
upon the board and divided into the four seasons. 

105 



106 FIKST SCHOOL YEAR 

Next consider the divisions of time into months. 
Children know of their birthdays coming in a certain 
month. Ask questions. In which of the months was 
Thanksgiving? Christmas? When is your birthday? 
Tell the ''All-the-Year Round Story," which is an ex- 
cellent one for illustration. From a calendar on the 
board, on w^hich the children know how to record the 
day of the month, and their observations of the weather, 
the division of time into months is easily understood. 

MAKING CALENDARS. 

The calendar also shows that four weeks make a 
month ; that seven days make a week. Supply children 
with paper and rulers that they may make their own 
calendars. How is the day divided? How many hours? 
How long is the day ? The night ? What time do you 
come to school? Go home to dinner? How many hours 
is that? Teach the children how to tell time by the 
clock. Tell them the story of the ^'Discontented Clock." 

The way time was reckoned long ago can be made 
very interesting by story and illustration. How the In- 
dians measure it by the coming and going of the moon, 
with bundles of sticks, or by cutting notches in the trees. 

Show the hour glass and observe the sand trickling 
through it. An illustration will serve, if one can not be 
procured. Tell the story of King Alfred's lantern ; of 
the burning of colored wax candles. 

Conclude this work with the story, entitled, "The 
Fairy's New Year Gift." Let the aim be to present this 
story in such a way that the children may draw their 
own application. 



JANUAEY 



107 



I. Divisions of Time. 



I. The 
Year 



Seasons 



Months 



Autumn. 
Winter. 
Spring. 
Summer. 
' Weeks. 
Days 



Divisions. 
Hours. 



11. 



III. 



How Time is Reckoned. 

r Water clock. 
Sand glass. 
Lantern. 
! Candles. 
Clocks. 
Watches. 
( By the moon. 
J By bundles of sticks. 
I By cutting notches in trees. 



I. Ancient methods. 



2. Modern 



How the In- 
dians told Time 



Animals. 
The work on the Eskimo is preceded by a brief 
study of the bear, reindeer, seal, and dog. Show the 
children, through these lessons, how very dependent the 
people of the cold North are upon the animal life. 

LIFE AMONG THE ESKIMOS — THE BEAR. 

The bear supplies them with food, oil, and clothing. 
When father brings home the bear, there is a feast that 
always follows the hunt. In some parts of the polar 
regions the bear is considered the most useful of all ani- 
mals. 



THE REINDEER. 

The reindeer is another animal necessarv to 



Es- 



108 FIRST SCHOOL YEAR 

kimo life. It not only supplies him with food, milk, and 
clothing, but becomes a substitute for the horse. The 
flesh is used for food ; the milk made into cheese ; the 
skin into clothing ; the tendons into thread ; the horns 
into glue ; the bones into spoons. 

THE SEAL. 

The seal is studied as the other animals of the 
North, and, in addition, its importance as an article of 
commerce is considered. Have the children examine 
pictures carefully, naming obvious parts. What does 
the head of the seal resemble? The dog. What has it 
like other animals you know? It has whiskers like the 
cat. It has feet much like fins. The eyes are large and 
beautiful. The seal is gentle, loves and protects its 
young with a human-like affection. They live in fami- 
lies ; many families congregate together. What is this 
called ? 

Bring out the dependence of the Eskimo upon the 
seal. Without its skin and flesh he would freeze and 
starve. The oil fills his lamp, and the skin is also used 
to cover his canoe. By illustration and story show how 
the seal is hunted ; how it may be caught when young and 
tamed; its devotion to its master. Adapt and tell the 
story of "The White Seal." 

THE DOG. 

To the children the dog will prove the most interest- 
ing of the animals considered. They rejoice to know that 
their faithful friend has the same place among the little 
children of Eskimo land. These dogs are raised in the 
igloo, in company with the children, and receive from 



JANUARY 109 

them their earhest training. As they grow older the 
larger boys continue this training, so that by the time 
they are full grown they are ready to draw the sledge. 
Compare the Eskimo dog with the ones most familiar to 
us. Tell the children of their rough, thick coats. Why 
such a coat? Do they bark as our dogs do? The dog 
is usually gentle and affectionate. Is this true of the 
Eskimo dog ? Why not ? How many dogs make a team ? 
How are they arranged? Tell about the feeding of the 
dogs. From ''Seven Little Sisters" tell the story of 
Agoonack's Sled and her two brown puppies. 

ANIMAL OUTLINES. 

I. The Bear. 

1. Pictures and illustrations. 

2. Habits. 

3. Food. 

4. Covering — compare with seal. 

5. The love of the bear for its cubs. 

6. The use of the bear to the Eskimo. 

7. How the bear is hunted. 

8. How the bear kills the seal and walrus. 

9. The taming of bears. 
10. The training of bears. 

n. The Reindeer. 

1. Pictures and illustrations. 

2. Obvious points, 
horns, 
flesh. 

3. Use of ^ milk, 
hide, 
bones. 



110 FIEST SCHOOL YEAR 

4. How captured. 

5. A substitute for the horse. 

6. Compare speed with the horse. 

7. The food of the reindeer. 

III. The Seal. 

1. Pictures and illustrations. 

2. Obvious points. 

r Affectionate. 

c. 1 , I Gentle. 

3. beal nature ■{ ^^ ., 

I Docile. 

[ Love of offspring. 

4. The Rookery. 

5. Comparative size of male and female. 

6. Use of seal to the Eskimo. 

7. The seal as an article of commerce. 

8. How the seal is hunted. 

IV. The Dog. 

1. Pictures of Eskimo dogs. 

2. Compare with well-known dogs. 

3. The training of the Eskimo dogs. 

rr., r ,. ( What IS thcir food? 

4. The feeding. | ^^^^ ^^^^^ ^^^^ 

5. Their powers of fasting. 

6. How they are hitched to the sled. 

7. The nature of the Eskimo dog. 

8. Little Agoonack and her two brown puppies. 

II. LITERATURE AND HISTORY. 

JOURNEY TO THE NORTH COUNTRY. 

Through the stories of '"Agoonack" and "The Chil- 
dren of the Cold,"- we take our children to the land of 



JANUARY 111 

the Eskimo. Their knowledge of animal life prepares 
them to anticipate many of the customs of these strange 
people. Let us go with our children on an imaginary 
journey to this far-off country of ice and snow. Talk 
of journeys that the children have really taken. The 
teacher may tell of her travels. In our own room is a 
little boy who has lately come from Finland, and who 
delights to tell in his broken English of his voyage and 
the interesting things that occurred on the way. Another 
boy has been to the State of California and returned 
again. These subjects are discussed with the children 
in their homes, why not in the school? Now we are all 
going to the far-away land of the North, What direc- 
tion is North? What comes from the North? The cold 
wind and the snow. What preparation must be made? 
We must get warmer clothes. We must take food with 
us\ How shall we go? By railroad and ship. Tell the 
children of a ship voyage toward the North, of the giant 
icebergs which we shall see, appearing like high moun- 
tains in the water. What shall we see when we come 
to Eskimo land? The children will name the animals 
studied. Show pictures of the people. Why are these 
people so dressed? Where do they live? What do they 
eat? How do they travel? How would they hunt the 
bear, seal and reindeer? Let the children tell all they 
can, the teacher helping and suggesting whenever neces- 
sary. 

THE IGLOO. 

Draw the igloo and show how it is built from blocks 
of ice. Speak of the furniture of the igloo. Could we 
live as these people do ? Show pictures of knives, spoons, 



11 o FIRST SCHOOL YEAH 

bowls, and shovel, telling how they are made. What are 
the playthings of these h>skiino children? Compare with 
the toys of our children. Show i)icture and describe an 
l^skinio doll. What arc the s])orts of the older children? 
Why do they not have the same games as our boys and 
girls? Of what are the sleds made? Why? 

11ic patience of the I Eskimo is wonderful. He will 
work for six years in making a knife from a piece of 
iron. The women make their needles from bits of iron, 
and use for thread the sinews of the reindeer. 

Manv are the interesting stories which are told of 
these people and how well they adapt themselves to their 
surroundings. They are a cheerful, happy, and con- 
tented i)eople. What im])ressions are to be left on our 
children from this study of the Kskimo and his country ! 

TlIK RSKIMO STORY. 

The Eskimo study has been made very interesting 
by working out the leading parts of the story on the 
sand-table. 

The children modeled clay bricks from which the 
igloos were built. A part of the sand-table was cleared 
and colored with craxon to represent the ocean. The 
sand represented the home of the Eskimo with here and 
there some moss and shrubs. P)Oats were modeled in 
clay or folded from stif¥ paper. Reindeer, bears, seals, 
and dogs were cut from cardboard and colored with pen- 
cil or water colors. Eskimo families were modeled in 
clay and placed about tlie igloos. 

Pictures of the ct)untry and of Eskimo life were 
jilaced where children could observe the natural condi- 
tion of the country and the life n\ tlie ])e(-»]ile. The Es- 



JANUARY 113 

kimo land, as it was called, was llic center of interest to 
the children. They made fields for their reindeer and 
igloos in which to feed the dogs. They sent the fathers 
out in their boats to catch the seal or to kill the bear, for 
the Eskimo children's dinner. They not only learned 
about these people, but for the time they lived their lives. 

Reference Books. 

1. "Seven Little Sisters," .Jane Andrews. 

2. ''(Jhildren of the Cold," Schwatka. 

3. "(.'hildren of All Nations." 

4. "The Animal Kiii^doni." 

5. "All the Year Kound," Winter. 

6. "Animal Studies," American Triniary Teacher, 1898. 

7. "The Snow Haby, " Mrs. Peary. 

Foem and Song. — Aw, "America.' ' 

Now comes the glad New Year, 
To be a friend most dear, 

If true we prove; 
As glides the time away. 
We'll give him day by day. 
In all we do or say. 

Kindness and love. 

— L. F. Armitage in "American Teacher." 

Memory Poems. 
The Little Cloc]{. 
"There's a neat little clock, 
On its high shelf it stands. 
And it points to the time 
With its two little hands. 

"May we, like the clock, 

Keep a face ever bright, 
With hands ever ready 
To do what is right. ' ' 



114 FIRST SCHOOL i'EAR 

"Sixty seconds make a minute, 
How much good can 1 do in it? 
Sixty minutes make an hour, 
All the good that 's in my j)o\ver. 
Twenty hours and four, a day, 
Time for sleep and work and i)lay; 
Days, three hundred sixty-five, 
Make a year for me to strive 
■ Right good things each day to do, 
That I wise may grow and true." 

In January. 

How can a little child be merry 
In snowy, blowy January? 
By each day doing what is best, 
By thinking, working for the rest; 
So can a little child be merry. 
In snowy, blowy January. 

For a Happif New Year. 

Suppose we think little about number one, 
Suppose we all help someone else to have fun ; 
Suppose we ne 'er speak of the faults of a friend, 
Suppose we are ready our own to amend ; 
Suppose we laugh with, and not at, other folk, 
And never hurt anyone "just for the joke; " 
Suppose we hide trouble and show only cheer — 
'Tis likely we'll have quite a Happy New Year! 

—St. Nicholas. 

This is the Way the Snoiv Comes Down. 

(In Concert.) 

Tliis is the way the snow conies down, 

Softly, softly falling: 
So He giveth His snow like wool, 
Fair and white and beautiful. 
This is the way the snow comes down, 
Softly, softly falling. 

— Primary Education. 



JANUARY 115 

Turning New Leaves. 

**Now, what is that noise?" said the glad New Year. 
"Now, what is that singular sound I hear? 

As if all the paper in all the world 

Were rattled and shaken and twisted and twirled." 
"Oh, that," said the jolly old Earth, "is the noise 

Of all my children, both girls and boys, 

A-turning over their leaves so new, 

And all to do honor. New Year, to you." 

The Glad New Year. 

Who comes dancing over the snow 
His soft little feet all bare and rosy? 

Open the door, though the wild winds blow, 
Take the child in and make him cozy. 

Take him in and hold him dear, 

He is the wonderful, glad New Year. 

— Dinah Mulock Craik. 

A Wi7id Song. 

What does the North Wind say 
When he swings in the pine-tree to and fro? 
Oh, he sighs all day, 
"Little flowers there below. 
Cuddle down in your beds, 
And cover your heads, 
For I'm bringing the snow, 
The cold, cold snow; 
Oh, ho ! " 

What does the North Wind say 

When he whistles and roars down the chimney so? 

Oh, he sings all day, 
"Little folks there below. 

Little Nell, little Ted, 

Hurry out with your sled. 



-Helen T. Eliot. 



110 FIRST SCHOOL YEAR 

For I'm bringing the snow, 
The merry, merry snow; 
Oh, ho ! ' ' 

Where Go the Boats? 

Dark brown is the river, 

Golden is the sand; 
It flows along forever 

With trees on either hand. 

Green leaves a-floating. 

Castles of the foam; ' 
Boats of mine a-boating. 

Where will all come home? 

On goes the river, 

And out past the mill; 
Away down the valley, 

Away down the hill. 

Away down the river, 

A hundred miles or more, 
Other little children 

Sliall bring my boats ashore. 
— From *'A Child's Garden of Verse," by permission of Rand, 
McNally & Co. 

III. NUMBER. 

TIME PROBLEMS. 

As far as possible, relate the number lessons to the 
nature work. Teach seven days in one week. This is a 
good time to fix the words Monday, Tuesday, etc. Give 
many problems relating to time. Have children draw 
familiar objects in groups of seven. Measure seven pints 



JANUARY 117 

of water. How many quarts in seven pints? What is 
the half of seven? 

COLOR EXERCISES. 

For color work give each child circles, squares or 
triangles. Teach arrangement of form and harmony of 
color. Measure a strip of colored paper seven inches 
long and one-half inch wide ; another strip six inches 
long ; another five, etc. W^ith these strips arrange a color 
lesson. Place the longest strip near the lower edge of 
paper, the next above it one-half inch from each end. 
Continue until all strips are used. If a standard color 
and a tint, or a shade, are used, a pretty form and color 
lesson is the result. The seven colors of the rainbow, 
arranged in a similar manner, make an attractive and in- 
teresting lesson. Have children make attractive calen- 
dars. 

OUTLINE OF NUMBER LESSONS FOR JANUARY. 

1. The fundamental steps. Concrete development. 

2. The figure and word. 

3. Abstract work in the four steps. 

4. Teach objectively Yi and 1-7 of 7; ^, 1-3, 1-9 

of 9, etc. 

5. A line nine inches long. 

6. A line seven feet long. 

7. A rectangle 8X1. 

8. Liquid measure. Pints, quarts, etc. 

9. ]\Ioney values. 

10. Color and number. 



118 FIEST SCHOOL YEAR 

IV. LANGUAGE. 

The oral and written lani2:uage work of this month 
adds many new words to the vocabulary already learned. 
The names of months and days, of proper names, of the 
animals of the Northland, are added to the list as they 
occur in the development lessons. 

Stanzas of poetry are given for development, for 
reading, and for memory drill. Teach the thought of 
the stanza, the arrangement of the lines, the use of the 
capital letters, and the marks of punctuation. Give much 
memory work, but do not memorize merely for the sake 
of memorizing. 

Continue oral and written language work and sight 
reading from the board. The printed lessons from the 
nature and literature work supply the reading material. 
In addition, a first reader should be used. If possible, let 
each child have his own copy. 

Printed sentences, such as 

The New Year. 

1. This is a new year. 

2. It is called 1907. 

3. The name of the first month is January. 

4. A year has twelve months. 

5. A month has four weeks. 

6. A week has seven days. 

7. How many days do we come to school? 

8. Who has a birthday in January? 

9. What is the New Year for? 

10. ''A year to be good in, and not to be bad in." 



JANUARY 119 

Time Stories. 

1. The Indians told time with sticks. 

2. They told time l^y cutting notches on the 

trees. 

3. The Indians counted the months by moons. 

4. A long time ago people measured time with 

the hourglass. 

5. The hourglass had sand in it. 

6. The sand ran through a little hole. 

7. It took an hour for all the sand to run 

through. 

8. Candles were used to tell the time. 

9. King Alfred made a lantern. 
10. We tell time by the clock. 

Eskimo Stories. 

1. Agoonack's papa made her a sled for her 

birthday. 

2. The Eskimo makes his boat of bone and seal- 

skin. 

3. The boys feed the dogs walrus skin. 

4. Each dog has a name. 

5. The Eskimo uses the sinews of the reindeer 

for thread. 

6. The little girls help their mamas to sew. 

7. The boys help their papas to hunt and fish. 

8. The boys make sleds of ice and bone. 

9. The boys like to play. They hunt the 

musk-ox. 

10. Eskimo boys and girls like to play games. 

11. Would vou like to live as the Eskimos live? 



120 



FIRST SCHOOL YEAR 



V. THE ARTS. 
Music. 

THEORY. 

1. Chart work daily. 

2. The whole-note, half-note, quarter-note. 

3. The meaning of the 'Vest." 

4. The value of the whole-rest, half-rest, quarter- 

rest. 

5. Continue scale and interval work 

January Songs. 

1. ' ' The Little New Year, ' ' Jenks and Walker. 

2. * ' The Old Year and the New, ' ' lb. 

3. ''The Clock Song." 

4. *' Merry Little Snow Flakes." 

DRAWING. 

I. Draw, as simply as possible, the reindeer, bear, 
seal, and dog. Have children copy. Cover 
drawing and have the class reproduce from 
memory. 

' Igloo. 

Sled. 

Boat. 

Shovel. 

Spoon. 

Dishes. 

Lamp. 

Knife. 



Drawings from Eskimo life 



Drawing 



Clock. 
Candles. 
Lantern. 
Hour Glass. 



JANUARY 121 

Model bricks (2X1) and build the igloo. 

Show pictures of Arctic scenes. 

Give sewing lessons on the animals studied. 

WRITING. 

1. The formation of letters. 

2. The writing of words and sentences. 

3. How to write a stanza. 

4. Uniformity in regard to size of letters. 

5. Do not allow careless writing in the first year. 

Constructive Work. 

Cutting, Arrangement, and Mounting. 

The children have now used the ruler until they are 
familiar with every part. They are able to measure and 
cut lengths as directed. We have found the following 
color work excellent for comparing and fixing different 
lengths. 

Material Required.. 

1. Paper for mounting. 

2. Paste, brush, cloth. 

3. Paper strips for cutting. 

4. Scissors. - 

Direction. 

1. Measure a strip one inch long. 

2. Paste on upper left hand corner. (Teacher direct 

this.) We will call this '*A." How long is A? 
Children, A is one inch long. 

3. Cut a strip two inches long. 



122 FIRST SCHOOL YEAH 

4. Paste it one-half inch helow A, keeping the left 

hand side even. 

5. What shall we call the second strip? Children 

will suggest B. Right. 
How long is B ? 
How long is A? 
How long are A and B? 
Children readily see, and give the result. 
How long is C? 3 inches. 
How long is D? 4 inches. 
How long are they together ? A -|- B -|- C + 

D= 10 inches. 

And thus you may go on until the strips are 
seven or more inches long. 

Each added strip gives rise to new questions. 

Give the children an opportunity to ask ques- 
tions and make problems. 

A pleasant game may be made from this 
work. One child says, I will be A ; another B, 
C, D, E, until all the letters are used. An- 
. other child leads the game. Large capital let- 
ters are cut from tablet paper for each child. 
Leader says : 

A and B? Ans. 3 inches. 

A, B and C? Ans. 6 inches. 

B + C + D ? Ans. 9 inches. 

C+E? 

F less A ? 

G less F? 

A and G? 

Lines are drawn on the blackboard, repre- 
senting the different lengths. 



JANUARY 123 

Questions : 

Find a line three inches long. 

Find a line five inches long. 

Find a line four inches long. 

Find the longest line, etc. 

Change of work is recreation to the norma: 
child and this color work fully illustrates that 
truth. He measures, cuts, compares, and 
mounts ; he adds and subtracts. 

Much of the work is done in the spirit of 
play and all of it is a pleasure to the children. 

6. Cut a strip as long as A and B. 

Who will tell how long to cut it ? 
What shall we call it? Call it C. 

7. Paste it under B. 

How long is A? i inch. 
How long is B? 2 inches. 
How long is C? 3 inches. 
A + B + C = 6 inches. 

8. Show four inches on ruler. 

Cut a strip four inches long. 

9. Paste this under C. 

What is its name? 
Its name is D. 




L NATURE STUDY. 

In this, the last of the winter months, have the 
children watch carefully what Nature is doing. Observe 
the ground, river, trees, and bushes. Bring in some 
twigs and examine the buds. Is there any difference 
found in the buds? Are all alive? Probably the great- 
est fall of snow may occur this month. Seize the oppor- 
tunity for its study. Catch some of the flakes on a black 
cloth. Examine them through a microscope. What a 
revelation the beautiful six-pointed crystals will be to the 
children. Draw pictures of snow crystals. 

Bring out the uses of snow as well as the pleasures 
it brings. When does it snow here? When in Eskimo 
land ? Where does it never or rarely snow ? Tell the 
story of ''The Little White Fairies," in AU-the-Year- 
'Round series. 

Animals. 



The Horse. — Since the horse is so familiar to nearly 
all children, they will be able to give much that is inter- 

124 



FEBRUARY 125 

esting in regard to the obvious parts. We have talked 
about the use of the dog to the Eskimo, of the donkev to 
people who travel over mountainous countries, and of the 
camel as the "ship of the desert." 

Now let us compare the horse with these other beasts 
of burden. Why is he better suited to us than the other 
animals we have studied? What are the points of re- 
semblance? What the differences? Bring out the manv 
uses of the horse. What food and care does he require? 
Make a list of the different colors of horses. Call the 
children's attention to the eyes of the horse. Whv placed 
so ? What kind of feet ? How does he walk ? Let them 
tell you of the shoeing of the horse. Does this hurt the 
horse? Why not? Is the blacksmith always kind to the 
horse ? Are all owners of horses as kind to them as they 
should be? 

Talk with the children of the intelligence of the 
horse. Illustrate this by the story of *'The Wise Old 
Horse" (see Child's World). Tell of wild horses and 
their traits ; of the beautiful Arabian horses and the 
love of the Arab for his faithful friend. The story of 
"The Arab's Farewell to his Horse" will never be for- 
gotten. 



I. 



OUTLINE — THE HORSE. 




/ Head. 




1 Body. 


/ Black. 


Parts and ) Tail. 


I Gray. 


their Uses \ Feet. II. Color 


( Sorrel. 


/ Mane. 


/ Bay. 


\ Eves. 


\ Brown. 



126 



FIRST SCHOOL YEAR 



III. Food 



IV. Use 



f Corn. 
' Oats. 

Grass. 

Hay. 

Beast of 
burden. 
1 Driving. 
[ Draft. 



V. Kind 



'\ 



VI. 



Charac- 
teristics 



Domestic. 
Wild. 

Courage. 

Intelligence. 

Beauty. 

Afifection. 

Swiftness. 

Strength. 

Memory. 

Docility. 



VII. Illustrate characteristics by stories. 

The Dog. — The dog is the child's favorite pet. There 
is no other animal with which he is so familiar. In many 
homes he is much loved, having the same privileges as 
the children. The dog is not only loved by children but 
by great men as well. This is especially true of the char- 
acters studied this month in the literature and history, 
and it is partly because of their love and humanity toward 
our dumb animals that they are given a place in the work 
for February. 

Every child has a story to tell about his dog. Our 
children have trained their pets in much the same way 
that the little Eskimo trained his within the igloo. They 
know many of the habits of their dogs that older people 
do not observe. Give them every opportunity to relate 
their observations. One will tell how his dog can catch 
a rat. What kind of a dog is he? Is he large or small? 
Let teacher bring new knowledge about the rat terrier. 

Another w^ill tell how his dog can swim when he 
throws sticks into the water. Here tell of the bravery 
of the Newfoundland dog and his service to man. The 



FEBKUAiJY 



127 



story of the dog's saving the Hfe of a child will not be 
forgotten. 

Tell of the noble St. Bernard dogs which are sent 
out every night to search the mountain passes for some 
traveler who may have lost his way. If they are told 
of brave "Barry" that saved forty lives and was given 
a medal for his services will it not quicken their admira- 
tion for and interest in all dogs? 

Bring out the characteristics as found in the outline. 
What senses are most acute? Why? Prepare at least 
one story illustrating the nature and value of each of the 
dogs studied. The thought of kindness and sympathy 
will be further brought out in the work in history and 
literature. 

OUTLINE THE DOG. 

L Obvious parts and their uses. 



II. Kinds-^ 



'Shepherd. 
Terrier. 

Hound. III. Use 

St. Bernard. 
Pug, etc. 



IV. Characteristics 



Protection to man. 

For hunting pur- 
poses. 

Substitute for horse. 
La household pet. 
Courage. 
Strength. 
Faithfulness. 
Love. 

Endurance. 
Beauty. 
Swiftness. 
Intelligence. 
Memory. 
Docility. 



128 FIRST SCHOOL YEAB 

II. LITERATURE AND HISTORY. 

All •countries have their ideal men whose memories 
they cherish and honor. From the many whose lives are 
part of our history are selected the characters of Wash- 
ington and Lincoln. The study of these men is adapted 
to any grade, but to none better than to the primary. 
We wish our children to have high ideals of character. 
Should not our teaching in history and literature lead to 
this? Is there any other way to teach lessons of truth, 
bravery, integrity, humanity, faithfulness to duty, than 
through the lives of great and good men and women? 

There is a wealth of story and illustration connected 
with the lives of Washington and Lincoln, which is avail- 
able to every teacher. Let it be a patriotic month as well 
as an historical one. Our boys and girls should under- 
stand in early life that loyal children are needed as well 
as loyal men and women ; that strong traits of character 
are developed from childhood, as seen in the lives of these 
typical men, Washington and Lincoln. 

THE STUDY OF ABRAHAM LINCOLN. 

A Talk About Birthdays. — Children are always in- 
terested in the coming of their own birthdays, and the 
birthdays of those whom they love. The study of char- 
acters can be appropriately introduced by referring to 
this event in this way. Does any boy have a birthday this 
month? Who? Is there a little girl who has one? Let 
us wTite their names on the board. 

Lincoln's Youth. — A great man that we are going 
to study about had his birthday in February. Would 
you like to know his name? It was Abraham Lincoln. 



FEBRUARY 129 

Shall we write it with the other names? Now we shall 
begin to talk about him when he was a little boy just like 
these boys. 

Live over the life of Lincoln with the children. Let 
them become familiar with his early life and the hard- 
ships he endured. Picture the rude cabin in the woods 
without windows and doors, and its meager furnishings 
inside. Draw cabin on paper or blackboard. Tell the 
children of Abraham's queer clothes when he was a little 
boy. Why was he so dressed ? 

School Days. — His school life should be given and 
compared with the advantages of the boys and girls of 
the present. He walked two miles to school when he was 
five years old. What did he have for a slate ? How long 
did he attend school? Only one year. Who helped him 
afterward? What books did he have? What happened 
to one of them? How did he pay for it? 

Sonic Characteristics. — Bring out his kind and hu- 
mane nature by the stories of the pig and the turtle. The 
smallest children can understand and will appreciate these 
stories from real life. 

The children will anticipate the kind of man he be- 
came. Tell them of his unusual strength ; how he could 
run, and jump and wrestle; and how deep he could plow 
the furrow. He could split more rails in a day than 
any other man in the neighborhood. Why was he called 
the railsplitter ? 

Close the work by telling the children in a very sim- 
ple way of the condition of the Negroes in the South. 
Mr. Lincoln had gone among them, had seen them 
whipped and sold. What would such a man do? He 
would want to help them. So he did. The Negroes 



130 



FIRST SCHOOL YEAR 



were made free. He was so brave and kind and good 
that the- people were glad to have him at the head of 
our great country. So we keep his birthday every year. 
Will the boys and girls tell some of the traits they 
like best in Abraham Lincoln ? 



OUTLINE ABRAHAM LINCOLN. 



I. Boyhood 



II. Stories of Boy- 
hood and Man- 
hood 



III. Traits of Character -< 



Parents. 

Home. 

Education. 

The story of the turtle. 

The story of the pig. 

The story of Blossom. 

Benny's Reprieve. 

Honesty. 

Truthfulness. 

Perseverance. 

Kindness. 

Industry. 

Braverv. 



THE STUDY OF GEORGE WASHINGTON. 

We must remember another birthday in February. 
(Every teacher should have a large picture of each of 
these great men.) On looking at the picture the children 
will respond heartily. Let the children first tell you what 
they know about Washington. 

Boyhood. — Begin the work with the little boy, 
Washington. This is new and always interesting to the 
little ones. Tell them the many stories connected with 
his childhood and boyhood life. Bring out his strong 
traits, truthfulness, kindness, and bravery. Draw the 



FEBRUARY 131 

first schoolhouse where "Hobby" ruled. There George 
played at "soldier," being always chosen captain by his 
schoolmates. Will this boyhood incident mean any- 
thing to the children? Let them make the application. 

Mount Vernon. — Passing to manhood by story and 
illustration tell of his life as surveyor, soldier, citizen and 
statesman. Procure a picture of his home. Take the 
children with you on an imaginary trip to lovely Mount 
Vernon. Tell of the mansion house with its many rooms, 
and how they are still kept as nearly as possible as they 
were when he and Martha Washington lived there; of 
the deer park below the house and the grand Potomac at 
its edge, of the tomb where they sleep, surrounded by 
other members of the Washington family. 

Honors. — Another interesting thing is the great 
monument with its many memorial stones erected to his 
memory in Washington City. Speak of the state and 
city named in his honor. W^hen it becomes a fact to these 
children that their own county (Washington Coun.ty, Pa.) 
and its largest town bears his name, will it not be a real 
thing to them? One state and very many towns, town- 
ships and counties are named after him. Why should 
all these honors be given to Washington? What must 
people do that they may be remembered and honored? 
These subjects are so full of interest and can be so 
well adapted to primary children that they can not fail 
to leave a higher conception of humanity and heroism. 

OUTLINE — GEORGE WASHINGTON. . 

Parents. 
I. Boyhood -{ Home. 

Education. 



132 



FIRST SCHOOL YEAR 



II. 



Stories of 
his Boy- 
hood and 
Manhood 



III. Manhood 



The planting of the seeds. 
The Cherry-tree* — Truthfulness. 
Riding the Colt — Courage. 
Little George Washington. 
Great George Washington. 
His pony, Hero. 
His love for dogs and horses. 
Story of Betsy Ross and the first 
flag. 

'Surveyor. 
Soldier. 
Statesman. 
Citizen. 



IV. 



V. 



History of the Flag. 

1. Design from Washington coat-of-arms. 

2. Designed by George Washington. 

3. Made by Betsy Ross of Philadelphia. 

4. Adopted by Cong^ress, 1777. 

5. Number of stars and stripes. 

6. Arrangement of each. 

7. The addition of new stars. 

8. Colors : Red, the language of courage 

and the emblem of war. White, sym- 
bol of purity and emblem of hope. 
Blue, language of loyalty, sincerity and 
justice. 

9. How Betsy cut the star. 
Washington Geography. 



*It has been proven that the story of the cherry tree is only 
a myth, invented by a Rev. Mr. Weems to make his ''Life of 
Washington" more salable. 



FEBEUARY I33 

There have been named in his honor one state, the 
capital of the United States, twenty-six counties, two 
hundred cities and towns. Pennsylvania it is said has 
twenty-four places named in his memory. 

Reference Bools. 

''In the Child's World," Emilie Poulsson. 

**The Story Hour," Kate Douglas Wiggin and Nora A. 

Smith. 
"Animal Kingdom." 
''Old Glory," Dr. A. E. Maltby. 
' ' Stories from the Life of Washington. ' ' 
' ' Stories from the Life of Lincoln. ' ' 

Memory Poems. 

Politeness. 

"If a lady on the street, 
Or my teacher I should meet, 
From my head my hat I take, 
And a bow like this I make; 
Now I fold my hands up so, 
To my seat I softly go." 

February. 

Here is February, 

Such a tiny thing; 
She's the shortest daughter 

Mother year can bring. 

Washington's Birthday. 
Preparation : 

Pictures of Washington. 
Mount Vernon. 
Large flag. 
Clusters of small flags. 



134 FIRST SCHOOL YEAR 

Blackboard Illustrations: 
The Cherry-tree. 
The Old Schoolhoiise. 
The Planting of the Seeds. 

Construction : 

Washington hats. 

Small hatchets. 

Chains from red, white, and blue i)aper. 

Sewing. — Border around Washington's picture. 

SELECTED MATERIAL. 

Exercises : 

1. Song — America. 

2. Salute to the Mag. 

3. Song — Wave Our Bonny Flag on High. 

Recitation : 

I love the name of Washington, 

I love my country, too. 
I love the flag, the dear old flag. 

Of red and white and blue. 

4. Song — I Know Three Little Sisters. 

I know three little sisters, 

T think you know them, too; 
For one is red and one is white 

And the other one is bhie. 

Chorus. 
Hurrah for the three little sisters! 

Hurrah for the red, white and blue! 
Hurrah, hurrah, hurrah, hurrah. 

Hurrah for the red, white and blue. 



FEBEUAKY I35 

I know three little lessons 

These little sisters tell, 
The first is love, then purity 

And truth we love so well. 
Chorus. 

RECITATION FOR SIX LITTLE GIRLS. 
All. 

Six little girls are we ; 

Six little flags we see. 

We have a word to say 

On this glad holiday. 
First Child. 

Be brave like Washington. 
Second Child. 

Be kind to everyone. 
Third Child. 

Be true in all you say. 
Fourth Child. 

Be gentle in your play. 
Fifth Child. 

Be pure in act and word. 
Sixth Child. 

Be happy as a bird. 
All. 

Six little girls, etc. 

We wear today the colors, 

To which our hearts are true; 
We wave them now above you, 

The red, the white, the blue. 
First Child. 

Red like the rays of morning. 

When comes the dawn's first gleam. 



136 FIRST SCHOOL YEAR 

Within our glorious banner 

Seven brilliant stripes arc seen. 
Second Child. 

Pure as the snowtiakes falling 

Upon the mountain's side. 
Amid the streaks of crimson 

Six stripes of white abide. 
Third ChUd. 

And as the sky at evening 

Enfolds the stars at night, 
The blue field of "Old Glory" 

Bears all its stars of white. 



dll. 



Give we our grand old banner 

The honor that is due 
To freedom's sacred emblem, 

The Red, the White, the Blue. 

I think I'll be like W'ashington, 
, As dignified and wise ; 
Folks always say a boy can be 
A great man if he tries. 

And then perha])s when I am old 

People will celebrate 
The birthday of John Henry Jones, 

And I shall live in state. 

John Henry Jones is me, you know ; 

Oh, 'twill be jolly fun 
To have a birthday set apart 

Like that of Washington. 



FEBRUARY I37 

If all the trees were cherry-trees, 

And every little boy 
Should have like young 

George Washington 
A hatchet for a toy, 

And use it in a way unwise. 
What would we do for 

Cherry pies? 

Other countries, far and near, 
Other people hold most dear; 
Other countries ne'er can be 
Half as dear to you and me 
As our own, our native land ; 
By it firmly let us stand. 

Review the early life of Washington. Children tell 
the stories. 

March, children wearing hats and carrying flags to 
music. 

Oh, Columbia, the Gem of the Ocean. 

The Land of Counterpane. 

When I was sick and lay abed 
I had two pillows at my head, 
And all my toys beside me lay 
To keep me happy all the day. 

And sometimes for an hour or so 
T watched my leaden soldiers go. 
With different uniforms and drills. 
Among the bedclothes through the hills. 

And sometimes sent my ships in fleets 
All up and down among the sheets, 



138 FIKST SCHOOL YEAR 

Or brought my trees and houses out 
And })lante(l eities all about. 

I was the giant great and still 
That sits upon the pillow-hill, 
And sees before him dale and plain 
The pleasant Land of Counterpane. 
— From "zl Child's Garden of Verse." By permission of Band, 
McNally cj'- Co. 

III. NUMBER. 

It is ncccssar}- in the nnnibcr work constantly to re- 
call the lessons of the precedino- months. The children 
are prepared for each new step by its association with 
what is already known. The number outlines are neces- 
sarily much alike, and upon some of these points no 
further su£^gestions will be made. 

STUDY OF MONEY. 

This month let us consider money values. The 
educational toy money is one of the necessary helps in 
the ])rimary school. In some lessons children are early 
taught the value and use of money, and are able to con- 
duct business transactions with surprising accuracy ; but 
the majority of children need training in this direction. 
Teach the quick recognition of the different pieces of 
money. Make a collection of articles used in "keeping 
store" in the schoolroom. Teach value of money ])ieces 
by comparison. Give a row of children the dollar pieces; 
another row half-dollars ; another cpiarters. Compare 
the values, h^irst and second rows, compare, llow many 
half-dollars must be exchanged for a dollar? What 
other name has the half-dollar? Compare the quarter 
and half-dollar in a similar manner; the quarter with the 



FEBKUARY 139 

dollar. It is surprising how children work out the com- 
parative values of the different pieces. 

COST OF COMMON ARTICLES. 

Have the children estimate the cost of articles of 
food. What does a sack of flour cost? A paper of cof- 
fee? A pound of tea? A quart of beans? Molasses? 
Milk? What other articles are bought by the quart? 
Name articles bought by the pound. Talk about the cost 
of clothes. W'hat does a hat cost? A pair of shoes? 
A suit for Herman? A dress for Edna? Give easy prob- 
lems in which children are required to give "change." 
This work is useful and interesting to children because it 
enters into the problems of real life, 

COLOR WORK FOR FEBRUARY MAKING A FLAG. 

In connection with the number work make a small 
flag from colored papers. From red paper measure and 
cut out a rectangular eight inches long and one inch wide. 
Fold this lengthwise and cut. Each flag will require 
seven of these half-inch strips. Take a small sheet of draw- 
ing paper and mount these strips, leaving a space of the 
white the same width as the red. Cut a small blue oblong 
for the corner. Upon this place thirteen stars. How 
many red stripes? \Miat does the red mean? How 
many white? Why thirteen stars?* Children will need 
careful directing and help in this work, but facts in his- 
tory and number will be permanently fixed in the doing. 
Teach the cutting of the five-pointed star, as Betsy Ross 
cut it. Why did she not approve of the six-pointed star ? 



*The original United States flag contained only thirteen stars, 
representing the original thirteen states. It now contains forty- 
six stars — one for each state in the Union. 



140 FIRST SCHOOL YEAR 

LINCOLN CABIN. 

In connection with the Lincoln study, a log cabin 
might be built by the children with the teacher's help. 
Lath, or, better, rods may be used for logs. This cabin 
building may be made the basis for a large amount of 
concrete number work, such as comparing, measuring, 
etc. 

NUMBER OUTLINE. 

1. The fundamental steps. Concrete. 

2. The figure and word. 

3. The abstract work. 

4. Lines — eight inches ; eight feet. Drawings in- 

volving the three classes of lines, using the 
new length. 

5. The rectangles 8 X i, 4X2. 

( Length. 
Comparison of rectangles J Width. 

[ Area, 
dollars, 
half-dollars, 
quarters, 
dimes, 
nickels, 
cents. 

7. Lessons in buying and selling, using educational 
toy money. 

8. Liquid measure. Teach eight pints in one 
gallon. 

9. Problems related to nature study. 
10. Color and number. Make a small flag by meas- 
urement. 



6. Monev valuer 



FEBRUAEY 141 

IV. LANGUAGE. 

FORMING PLURALS. 

In connection with the phonic work, teach plural 
forms. Write a list of familiar words upon the board 
in the singular number. Give a drill on the sound of s. 
Teach first such words as form their plurals by the ad- 
dition of s only. How shall we teach the little children 
the plurals of words? In a natural, easy way. What do 
we say when we have more than one book? The child 
says books. What sound did you hear added to the word 
book? The sound of s. When you see more than one 
bird, what do you say? Birds. Give a list of easy words 
in the singular, having children form the plural by add- 
ing ^. 

FORMING THE POSSESSIVE. 

Teach the possessive form. John has a pencil. John's 
pencil is broken. Have the children tell the difference 
between the sentences. Who owns the pencil? John. 
Tell them that the mark between n and s shows the own- 
ership. Have each child write his own name, showing 
that he possesses something. Have children write from 
dictation such forms as Mary's hat, Paul's book, Ernest's 
sled. Arrange a list of words from the nature and litera- 
ture work. Have children use these words in sentences 
showing the possessive forms. 

A LANGUAGE LESSON. 

George. George's hatchet was new. 

pony. The pony's name was Hero. 

dog. The dog's ears are long. 

horse. The horse's shoes are iron. 

flag. The flag's colors are red, white, and blue. 



142 FIRST SCHOOL YEAR 

In conversation the children use both the phiral and 
the possessive forms. Why should they not be a part of 
the language work of the first year? 

PRINTED STORIES. 

George and the Hatchet.* 

1. George was fond of play. 

2. His father gave him a little hatchet. 

3. George took the hatchet and went into the 

garden. 

4. He saw a young cherry-tree. 

5. What did George do? 

6. He cut the cheery-tree down. 

7. George's father saw his fine tree cut down„ 

8. He asked George who did it. 

9. George told his father the truth. 

10. What did his father say? 

11. He said that he would rather lose many cherry- 

trees than have his boy tell one lie. 

12. Do you think that George was sorry? 

13. What does this story teach us? 

George and the Colt. 

1. George Washington was fond of horses. 

2. His mother had a pet colt. 

3. George was brave and truthful. 

4. He caught the colt and rode it. 

5. The colt was much frightened. 

6. It ran away with George. 

7. It ran so long that it fell dead. 



See footnote on page 



FEBRUARY I43 

8. George was very sorry. 

9. His mother was sorry, too. 

10. George had a little pony called Hero. 
George and the Seeds. 

1. One day George and his father went into the 

garden. 

2. His father made a little garden bed. 

3. He wrote "George" in the soft ground. 

4. Then they planted some little seeds in the 

marks. 

5. Soon after George ran to his father, and said, 

"Oh, father, come and see my name made of 
little green plants." 

6. Why did the plants spell George? 

7. We planted some seeds in the shape of a star. 

8. What do you think we will see by and by ? 



V. THE ARTS. 

MUSIC. 

1. The National Hymn. 

2. Drummer Boy. 

3. Our Flag Colors. 

4. We'll March Around. 

DRAWING AND PICTURES. 

Blackboard pictures of horse and dog, house, 
hatchet, hat. tree, sword, flag. 

Have pictures of Washington and Lincoln. 
Make charts of pictures of dogs and horses. 



141 FIEST SCHOOL YEAR 

COLOR WORK. 

Fold stars and make flag. 

Cut the five-pointed star. 

]\Iake chains of red, white, and bkie paper. Fold 
hat from paper. 

Directions for making flag will be found in Dr. 
A. E. IMaltby's book, entitled "Old Glory." 

VALENTINE-MAKING. 

Tell the story of good St. Valentine. Cut heart 
shapes from cardboard and decorate. Give children 
beautiful little sentiments of love and friendship to write 
on the cardboard, or in a booklet if one is made. Send 
these to parents, sick children or far-away friends. Other 
designs, as horseshoe, clover-leaf, circle, bird, flower, en- 
velope, etc., are appropriate. 

This little card so dainty, 

So snowy white and fair, 
Brings peace and loving wishes 

For God's great love and care. 

This little gift so precious 

Is from a friend of thine. 
Who wishes thee great happiness 

And sends this valentine. 

*'We send you this sweet valentine 
Your good, true heart to cheer, 
And may the happiness it brings 
Be with you ail the year." 

— From Loving Friends at School. 

Here's a loving letter with a kiss and a squeeze, 
I'd like to be your valentine — that is if you please. 



FEBRUARY 145 

-'- "^ ' February. 

The proudest knight 

In all the land 
Bows low to kiss 

His mother's hand. 

If I say that I love you, 

Mama mine, 
What more can I say 

For your Valentine? 

If I were a river among the sweet clover. 

Or flitting thru' skies so blue, 
I'd sing of my valentine, over and over. 

And carry a message to you. 

If you my valentine will be 
Accept these little flowers from me. 




I. NATURE STUDY. 

HARBINGERS OF SPRING. 

The observing child does not need to be reminded 
that the harbingers of spring are already here. A few 
warm days and there is a visible change in all nature. 
The snow is gradually disappearing from the hillside and 
field, and the ice-bound river is again a thing of the past. 
The twigs begin to change their color, the pussy-willow 
stirs from its winter sleep, and the little crocus peeps 
through the ground. 

THE BIRDS. 



Every day the observations increase. The bluebird 
is said to come first from his southern home, arriving 
quite early in the month ; he is followed closely by the 
robin. Notice the birds coming back again. Do they 
come back in flocks, in pairs, or singly? The male rob- 
ins come several days before the females. Do they look 
as they did when they migrated south? What change is 
noticeable in the plumage? Do they sing on returning? 

146 



MARCH 147 

Are they restless or quiet? Encourage the children to 
observe the coming and habits of the returnmg birds. 

THE TREES. 

Early in the month study the maple-tree. Show 
pupils the charts of maple leaves which they mounted in 
the autumn. Consider the appearance of the tree now. 
What changes has it passed through? Where did the 
sap go during the winter? What is the sap doing now? 
It is running up the tree again. 

MAKING MAPLE SUGAR, 

Give lessons on the sugar-maple and sugar-making. 
Have the children tell you what they know about the 
tapping of a maple-tree, the gathering and boiling of the 
sap. How is the maple-sugar made ? Have children see 
the conditions necessary for the flowing of the sap. Why 
tapped at this particular time of the year? Of what are 
the spiles made? Why? If possible, have some of the 
sap that the children may know its taste. Does the sap 
of the horse-chestnut tree or'of the oak taste like the sap 
of the sugar-maple? 

TWIGS AND BUDS. 

Study carefully the twigs and buds of a few familiar 
trees and bushes. Observe the length and shape of the 
twig, its covering, and its arrangement upon the branch. 
Observe the buds as to size, color, covering, shape, posi- 
tion on the twig, and state of development. The lilac, 
horse-chestnut, pussy-willow, and maple are the most 
familiar to our children. 



148 FIRST SCHOOL YEAR 

THE PUSSY-WILLOW. 

Begin with the pussy-willow. Observe it day by day 
in its changing beauty and rapid development. Tell the 
story of the Pussy-Willow's Hood. Have the twigs 
in the class. What color are they today? Have they 
on their furs? Will they wear them long? Will the 
dress be the same color in a few days? We shall watch 
and see. 

THE LILAC. 

With the pussy-willow, or following it, study the 
twigs and buds of the lilac bush. Are the twigs similar 
to the twigs on the pussy-willow? Are the little buds 
the same color, and are they arranged on the twig in the 
same way as the fairy pussies? There is a great differ- 
ence. Bunches of little buds placed opposite each other 
on the twig. Cut a bunch of pussy-willow and a bunch 
of lilac for the schoolroom. Put them in water, chang- 
ing daily, and watch the rapid development. 

STUDY OF BUDS. 

Now turn to the maple-tree and look at the bunches 
of tiny red buds. How are they arranged? Compare 
these buds with the buds of the pussy-willow and the 
lilac. How do they differ in size? Color? Position on 
the twig? Look at the horse-chestnut. Compare it with 
the maple, the lilac, and the willow. How are the buds 
arranged? Where is the largest one? Where are the 
leaf buds? The flower buds? Examine the bud by re- 
moving the coat. Take off the scales one by one. Find 
the tiny leaf wrapped in its blanket. Compare this leaflet 
with the leaves mounted in the autumn. 



MARCH 149 

Throughout the remaining spring months observe 
the development of these four varieties of twigs and buds. 
Do they change their color as they grow? How do they 
differ from one another in shape and size of leaf ? .Watch 
for the blossoms of each. What is the color of the lilac? 
The pussy-willow? The maple? The horse-chestnut? 
Which one is the most beautiful? Which one the most 
fragrant ? Which one does the honey bee visit ? Which 
tree bears a nut? Is it an edible nut? Why called the 
horse-chestnut? Give the story, "How the Horse-Chest- 
nut Received Its Name." 

AIR AND WIND. 

The variable month of March is selected for the spe- 
cial study of air and wind. Going back to the autumn 
the children will recall the work of the wind in the dis- 
tribution of seeds. How it helped to strip the trees of 
their leaves and brought the nuts down. They will tell 
of the cold north wind bringing the snow and freezing the 
streams. 

THE AIR. 

We will now consider the air at rest. We wish the 
children to understand, not so much what it is, but that 
it is essential to all life. Fix this fact by conversation 
lessons, stories, and experiments. If all the boys and 
girls were taken from the room, what would still remain? 
The furniture. Remove that, and what remains? The 
children may say, ''Nothing." Remove the crayon from 
the box. It is now filled with something else. What is 
it? The answer will probably be air. 



150 FIKST SCHOOL YEAE 

We open the window. Why? To let in some fresh 
air. Was there not air in the room before? The an- 
swer will be that the air was too warm or that it was 
not gODcl air. 

What do we do with the air ? Take it into the lungs. 
What kind of air should it be? We can now show how 
the air becomes impure in the room. How impure air 
taken into the lungs will eventually cause death. Illustrate 
by people being crowded together in small rooms without 
sufficient fresh air. Ask the children many questions 
by way of comparison. What kind of air comes from the 
open window? What kind comes from the radiator or 
stove? Where does the warm air go? Where does the 
cold air go? Show how heat expands air by the simple 
experiment of the bladder. Hold the bladder over the 
radiator. What happens? It becomes full. Why? 

THE WIND. 

Now talk about the wind. Can the children see it? 
Can they feel and hear the wind? What is the wind? 
It is the air moving about. 

Have the children tell you what the wind can do. 
They will speak of its rocking the birds in the trees, driv- 
ing the sailboats, turning the wind wheels, flying their 
kites, blowing off hats, and turning umbrellas. Name 
the four winds. Record daily the direction from which 
the wind is coming. Upon the board write a list of the 
uses of the wind. In another place sho\v its destructive 
power. The many stories suggested in the literature 
work will make this study of wind and air both inter- 
esting and practical. 



MAECH 151 

THE SUN. 

The lessons about the sun should be introduced 
by questions that will lead the children to see the close 
relation between it and the plant and animal world. 
What causes the buds to swell? The flowers to bloom? 
The grass to look so green? Children will answer, Be- 
cause it is growing warmer. Where does the heat come 
from? What comes from the sun besides heat? Could 
we live without heat and light? Do you think that buds 
and flowers could grow without heat and light from the 
sun? 

Have you noticed any difference in the rising of 
the sun? Does the daylight come earlier than it did in 
the winter time? Then the sun must rise earlier. What 
about the setting of the sun ? It sets later. Will the days 
be longer or shorter? What about the nights? They 
become shorter. 

That the sun is many times as large as the earth is 
all that is necessary to say in regard to size. 

It is very far away from us, and this makes it ap- 
pear like a small body. The power of the sun's heat is 
brought out by the story, 'The Wind and the Sun." 

OUTLINE. 

I. General Observation of Spring. 

The disappearance of ice and snow. 
The return of birds and bees. 
The condition of the ground. 
The winds of March, 



lo' 



FIRST SCHOOL YEAR 



II. Special Observations. 
Pussy-Willow. 
Lilac. 
Maple. 
Horse-Chestnut. 



Twigs 



Observe 



'Color. 
Length. 
Use. 
Position. 



Buds 



Shape. 

Size. 

Color. 

Arrangement on twig. 



III. Use of Willow Wood ^ 



Chairs. 
Baskets. 
Easels. 
Canes. 



{Weeping-willow. 
Weaving-willow. 
Pussy-willow. 

V. How is the wood prepared for weaving? 

AIR AND WIND. 

rWhat it is. 
Where it is. 
Essential to life. 
Air i Pure air. 

Impure air. 
Cold air. 
.Heated air. 

What the wind is. 
Wind -I Direction of winds. 

Kind of weather each wind brings. 



MAECH 



153 



Uses of Wind 



Destructive 
Power of Wind 



Changes vapor to rain. 

Turns windmills. 

Turns weather-vane. 

Moves sailboats. 

Flies kites. 

Carries seeds. 

Dries clothes. 

Helps the birds to fly. 
'Blows trees down. 

Destroys plants and 
flowers. 

Causes great sand storms. 
^Destroys ships at sea. 



The Sun 



rSize. 
Position. 

Use i 



Light. 
Heat. 



n. LITERATURE AND HISTORY. 



The value of the willow-wood is taken up with the 
study of the twigs and catkins. The children probably 
know, or are led to observe, that the willow twigs are 
used for making chairs, mats, and baskets. 

HISTORY OF WEAVING. 

The history of weaving is one of the most interesting 
of the arts, as well as one of the most ancient. As far 
back as history goes, men have woven together twigs and 
reeds to form a rude shelter. The weaving of clothing 
is one of the three primal race occupations, the others be- 
ing planting of food and building for shelter. 



154 FIRST SCHOOL YEAR 

The simplest form of weaving is that which enters 
into the weaving of mats, wliich are w^oven from vege- 
table fiber. 

THE WEAVER BII^. 

It is thought that the early savage races learned 
this art from studying and imitating the habits of cer- 
tain birds. The greatest architect among birds is a 
native of Africa, wnich is known as the w^eaver bird, 
and which makes its nest from vegetable fiber. One 
of the birds stays inside the nest, the other outside, 
pushing the strip in and out until the nest is finished. 
Show the pictures of these wonderful nests. Why are 
they placed so high? How do these birds enter their 
nests ? 

This wall lead to a discussion of the way in which 
our familiar birds make their nests, and prepare the 
children for keener observations during the time of nest 
building. 

MAT W^EAVING. 

For weaving work the materials required are paper 
mats and weaving needles. The mats come in such 
beautiful colors, with corresponding tints and shades. 
Each child is furnished with a square mat, cut length- 
wise into a number of strips. The strips in the first 
weaving lessons should be at least one-half inch wide. 
The margin is left uncut, and this forms the warp. For 
the woof give a corresponding mat, which is to be sep- 
arated into a certain number of strips. These strips may 
be a tint or a shade of the warp, or they may be of any 
other color that w^ill harmonize with the w^arp. The 
first weaving lesson must be the simplest form, consisting 



MAECH 155 

of over one, under one, and continuing across the warp. 
The second row will he under o)ie, over one. This is the 
way mats were first made from vegetable fiher, the weaver 
using a long stick where we use a needle. 

These weaving lessons require patience and skill 
on the part of the teacher, and these virtues grow in 
the children as they watch the pretty mat growing under 
their fingers. Many other valuable lessons may be 
taught through the weaving work — neatness, industry, 
cleanliness, exactness, design. These all have a place 
in the weaving lesson. 

Stories. 

1. ' * Pussy Willow 's Hood, ' ' Cat Tails. 

2. ''Pussy Willow," Child's World. 

3. ''The Maple Tree's Surprise," Ih. 

4. ' ' The Sun and the Wind, ' ' Esop. 

5. ' ' How West Wind Helped Dandelion, ' ' Child 's World. 

6. "Spring and Her Helpers," lb. 

7. ' ' The Meeting of the W^inds, ' ' Ih. 

8. "North W^ind at Play," Ih. 

9. ' ' Ulysses and the Bag of Winds. ' ' 

10. "Hermes," Flora J. Cooke. 

11. "What the Winds Bring," Steadman. 

Reference Books. 

* * In the Child 's World, ' ' Emilie Poulsson. 
"The Child's Book of Nature," Hooker. 
' ' The Republic of Childhood, ' ' Wiggin. 

Memory Poems. 

March Wind. 

Whichever Avay the March winds blow, 

W^e may have rain or we may have snow; 

W^hether it blows to the east, 



156 FIKST SCHOOL YEAR 

Or blows to the west, 
The wind that blows, — 
That wind is best. 

Wind Play. 

March now comes on his windy way, 
And is always ready for fun and play; 
Off the children's hats he blows, 
Then hides and whistles, and away he goes. 

— E. D. E. 
The Lilac Bud. 

**A smart little bud on a lilac twig 
Whispered soft and low: 
* The sunshine is bright and the air is mild, 
So it 's time to begin to grow\ 

* ' * Yes, yes, yes, — time to begin and grow ; 

The sunshine is bright and the air is mild. 
So it's time to begin to grow.' " 

What the Winds Bring. 
The North Wind. 

Which is the wind that brings the cold? 

Tlie north wind, children, and all the snow. 
And sheep come scampering into the fold 

When the north wind begins to blow. 

The South Wind. 
Which is the wind that brings the heat? 

The south wind, Carrie, and corn will grow. 
And peaches will redden for you to eat, 

When the south wind begins to blow. 

The East Wind. 
Which is the wind that brings the rain? 

The east w'ind, Arthur, and farmers know 
That cows come shivering up the lane 

W^hen the east wind begins to blow. 



MAKCH 157 

The West B^ind. 
Which is the wind that brings the flowers? 
The west wind, Bessie, and soft and low 
The birds sing in the summer bowers 
When the west wind begins to blow. 

— E. C. Steadman. 

7/1 March Days. 

Two little pussies 

Came out one day, 
One saw the other 

Over the way. 

*'Good morning, sister, 
How do you do?" 
The other answered 
With only a mew. 

One gray pussy. 

In great surprise, 
Could hardly believe 

Her little eyes. 

*'l could never 

Stir from the bough; 
That young pussy 
Is walking now. ' ' 

The other pussy 

Went home with a bound; 
*' Mother Tabby, 

Guess what I 've found. 

**A saucy kitten 
Sat in a tree ; 
Wore a brown bonnet 
And mocked at me. ' ' 

— Kate L. Brown. 



158 FIRST SCHOOL YEAR 

What. 

• • What do you think 1 saw 

All bundled up in fur, 
Swinging at ease on a willow spray? 
]Sine little pussies, plump and gray; 
But I could not find a sign of a claw. 
Not even a tip of. a velvet paw ; 

What do you think they were?'' 

Spring. 

* * Spring is a little daughter, 

The sweetest ever seen. 
The grass comes up to meet her, 

And all the trees are green. 
How glad we are to see her 
When first she comes this way; 
I think we feel like saying: 

' Dear Spring, please always stay. ' ' ' 

Poem. 

1. The March winds are blowing, so fierce and so strong, 
They say to the pussies, you've slept long, so long, 
We'll blow and we'll blow; yes, we'll blow you about, 
So pussies, dear pussies, awake and come out. 

2. The pussies are sleeping in snug beds of brown. 

At the call of March winds they awake and look round. 
For they have been resting the whole winter long, 
And welcome the call of the March wind's wild song. 

The Wind. 

I saw you toss the kites on high, 
And blow the birds aoout the sky, 
And all around I heard you pass 
Like ladies' skirts across the grass— 
Oh, wind a-blowing all day long. 
Oh, wind mat sings so loud a song! 



MARCH 15«j 

I saw the different things you did, 
But ahvays you yourself you hid. 
I felt you push, 1 heard you call, 
I could not see yourself at all — 
Oh, wind a-blowing all day long, 
Oh, wind that sings so loud a song! 

Oh, you that are so strong and cold, 
Oh, blower, are you young or old? 
Are you a beast of field and tree 
Or just a stronger child than me? 
Oh, wind, a-blowing all day long, 
Oh, wind, that sings so loud a song! 

— A Child's Garden of Verse. 

III. NUMBER. 

Teach the number work of Bud SUidy for March 
largely through the nature work. Buds are placed 
singly, in pairs, or in clusters. They are alternate or 
opposite. Make use of this arrangement in the num- 
ber lessons. Count the buds on the twigs. Count them 
by twos and make the addition. Take groups of buds, 
as the maple. How many in the group? How many 
ones? Twos? Threes? Draw a twig with three "pus- 
sies" on it. Draw another with two times three. An- 
other with three times three. Problems. Abstract state- 
ments. 3X1-= 3- 3X2 = 6. 3X3 = 9- 

WEAVING EXERCISES. 

Teach number through the weaving. Have the 
children weave from dictation, counting the number 
of times over and under. Measure ^wigs and branches. 
Gather the long twigs of the swamp willow for foot 
measurement. Encourage children to make problems 
relating to the subjects considered. 



160 FIEST SCHOOL YEAR 

Outline of Number Lessons for March. 

1. The fundamental steps. Concrete development 

through nature work, especially by study of 
buds. 

2. The figure and word. 

3. The abstract forms. 

4. Teach the equal fractional parts of nine. 

5. A line nine. inches long. Compare with eight 

inches, seven inches, etc. 

6. A line seven feet long. Comparisons. 

7. A rectangle 9 X i feet or inches. Teach sq. ft. 

8. A rectangle 3X3 feet or inches. 

9. Compare these rectangles as to shape, length, 

width. 

10. Lessons in buying and selling. 

11. Color and number. 

12. Weaving problems. 

IV. LANGUAGE. 

COMPOSITION. 

The plan of the children's composition work should 
be uniform throughout the class. Teach them as early 
as possible the form to be observed in the language les- 
son. Every child should know where to write Room i, 
the month and date, and his name. In the sentence work 
he must know where to begin the writing, how wide the 
margin at the left side of the paper should be ; to place a 
capital letter at the beginning of the sentence, and the 
proper mark of punctuation at its close. There will not 
be many mistakes in the spelling if the children have 



MARCH 161 

seen nothing but correct arrangement of letters into 
words. The writing to be copied by the children should 
be a model worthy of imitation. Careless writing by chil- 
dren is usually the outgrowth of careless work by the 
teacher. 

READING. 

Give as much time as possible to the reading. In 
addition to the printed lessons, make a collection of easy 
stories for quick sight reading. Several excellent books 
are now available for primary reading. 

PRINTED LESSONS. 

The Wind and the Sun. 

1. The wind met the sun in a field. 

2. The wind said, 'T am very strong." 

3. The sun said, "I am strong, too." 

4. Each one thought he was stronger than the other. 

5. The wind laughed at the sun. 

6. A man was walking in the field. 

7. The man had a cloak on. 

8. The wind tried to take off the cloak. 

9. The wind blew very hard. 

10. The man held the cloak tight around him. 

11. The sun tried to take off the cloak. 

12. The sun was very hot. 

13. The man was too warm. 

14. He took off the cloak. 

15. Which was the stronger, the wind or the sun? 
Air. 

1. Air is everywhere. 

2. We cannot see the air. 



162 FIRST SCHOOL YEAR 

3. We can feel the air. 

4. Heat expands the air. 

5. We put the rubber ball on the radiator. 

6. The radiator was hot. 

7. What did we see? 
Wind. 

1. Wind is moving air. 

2. The wind moves the ships. 

3. The wind dries the clothes. 

4. The wind flies the kites. 

5. The North Wind brings ice and snow. 

6. The South Wind brings birds and flowers. 

7. The East Wind brings fog and rain. 

8. The West Wind brings clear weather. 

V. THE ARTS. 

Music. 

March Soiigs. 

1. * * Over the Bare Hills Far Away, ' ' Jenks and Walker. 

2. "Pussy-Willow Song," lb. 

3. ' ' Which Way Does the Wind Come ? ' ' Eleanor Smith 's 

Songs. 

4. "The Windmill," Jenks and Walker. 

5. "Weaving Song," lb. 

6. "Sewing Song," lb. 

7. "Mr. Sun is a Jolly Fellow.'' 

8. "Songs of the Winds." 

So7ig of the Winds. 

I am the North Wind strong and bold, 

Blow, blow, blow; 
I bring the sleet and ice and cold, 

Blow, blow, blow; 



MAECH 1G3 

I bring the snowflakes light and gay, 
Children with these rejoice to play, 
Dear little fairies all are they. 
Blow, blow, blow. 

I am the East Wind mild and dry, 

Blow, blow, blow; 
Over the desert sands I fly. 

Blow, blow, blow; 
Chasing the sun from morn till night, 
Over the mountains out of sight. 
Filling the forest with delight, 

Blow% blow, blow\ 

I am the West Wind wild and warm, 

Blow, blow, blow; 
I bring the rain and roaring storm. 

Blow, blow, blow; 
Gently I lift the clouds of rain 
Over the hot and thirsty plain. 
Gladly I freshen the fields again, 

Blow, blow, blow. 

I am the South Wind low and sweet. 

Blow, blow, blow; 
I bring the daisies at your feet, 

Blow, blow, blow; 
Gently I bring on balmy breeze. 
Flowers and buds and leafy trees. 
Lambkins and birds and busy bees. 

Blow, blow, blow. 

DRAWING. 

1. Drawing twigs and buds of the trees studied. 

2. Painting the twigs in water colors. 

3. Paper weaving and basket making. 

4. Paper folding; sailboat; pinwheel. 



164 FIRST SCHOOL YEAR 

5. Illustrate, 'The North Wind at Play." 

6. Illustrate poem, "In March Days." 

7. Illustrate story, "The Sun and the Wind." 

WRITING. 

See suggestions of former months. 
See composition work for March. 







I. NATURE STUDY. 

*'Tlien let us sing and praise, 
And thank the Father dear, 
For April is the fullest month 
Of all the children's year." 



What a wide field for observations ! Every day new 
flowers are welcomed ; birds are returning and bird voices 
make glad the world around. Sunshine and shadow, 
thunder storms and laughing showers, all tell the story 
of fitful April. 

RESURRECTION STORY. 

In the morning exercises tell the Bible story of the 
resurrection. Sing the hymns of Easter time and the 
songs of returning life in all nature. The awakening to 
new life is the underlying thought for the month. Mar- 
tin Luther said, ''Our Lord has written the promise of 
the resurrection, not in books alone, but in every leaf in 
spring time." 

THE COCOON. 

Take the cocoon and recall how in the autumn it 
spun the little cradle and prepared for its winter sleep. 

165 



166 FIEST SCHOOL YEAR 

It is apparently dead. What will soon come forth from 
the dead-looking cocoon? The beautiful butterfly. Why 
is the butterfly so often put upon our Easter cards? 
Why the little chicken and the tgg? Why the rabbit? 
Why do we color eggs at Easter time ? Tell the children 
of the customs of other countries in celebrating this 
festival. 

SPRING FLOWERS. 

The spring flowers are enthusiastically welcomed by 
the little children. The dainty bloodroot and frail anem- 
one are among the first to find their way into the 
schoolroom. How carefully Mother Nature has pro- 
tected the bloodroot by wrapping the curled leaf around 
the lovely flower. The delicate anemone (windflower) 
has an abundance of food stored away in an underground 
stem. Read Lucy Larcom's pretty poem, "The Wind 
Flower." 

JACK-IN-THE-PULPIT. 

Jack-in-the-pulpit grows in abundance and is a 
great favorite. Anticipate the thoughts and questions 
of the children. Why called Jack-in-the-pulpit? What 
is his text? His sermon? Where is his pulpit? The 
children may observe the plant throughout the summer 
and notice the changes in appearance. By what other 
name is it known? Is it of any use to man? 

THE TRILLIUM. 

The Trillium (Wake Robin) is another interest- 
ing spring flower. Observe it carefully. How many 
petals? How many sepals? Look at the pistil. How 
many horns has it? How do the parts of the trillium 



APEIL 167 

compare with the parts of the anemone ? The bloodroot ? 
Why do you think it has been named "Trillium"? 

Take up other spring flowers as they appear. Al- 
most every flower has its myth or legend. Give these in 
connection with the conversation lessons. The legends 
of the dandelion, the iris, and the forget-me-not are 
among the many beautiful ones with which the children 
should be familiar. 



SPECL\L WORK. 
Study of Seeds. 

Through the conversation lessons bring out the ob- 
servation relating to the preparation of the gardens and 
the fields for the planting of seeds. Recall the gathering 
of the harvest and the value of grains and seeds as 
articles of food. Now the seed is to be studied as the 
organ of reproduction. Bring before the children the fa- 
miliar seed used in the autumn work. Among these are 
the corn, the bean, the pea, and several varieties of nuts. 
Compare the bean and the corn as to size, shape, and 
color. Call attention to prominent marks of distinction in 
such nuts as the walnut, horse-chestnut, hickory-nut and 
acorn. 

The first lesson is the study of the dry seed. How 
is the seed covered? How protected? Can the coat be 
removed? Why not? Is there life in the seed? How is 
the life brought forth ? The seed must be planted. Thus 
lead the children to see the other conditions to plant-life, 
heat, light, and moisture. 



168 FIRST SCHOOL YEAR 

GERMINATION. 

Soak the bean, pea, and corn. Remove the skin 
carefully and find the tiny plantlet within. Compare the 
bean and corn as to the position of the little plantlet. Of 
what use are the thick parts of these seeds to the em- 
bryo plantlet? Nature prepares food for the young plant- 
let, just as parents provide for their children. 

Plant seeds in the room under different conditions. 
Place a piece of moist cotton on top of a glass filled with 
water. Sprinkle the cotton with flaxseed. Observe the 
rapid growth. Tiny green leaves form a mass of foliage, 
while silver hair-like roots grow downward. Prepare 
window boxes for seed planting. Into one put good soil, 
into another poor soil and into a third, sand. Plant and 
observe the difference in growth under the different con- 
ditions. Plant another box, keeping it away from the 
light. What is observed ? Notice the growing plants. In 
what direction do they tend? Why? Plants seek the 
light. Examine the plantlets frequently. Compare the 
corn and bean as to their leaves. Was there anything in 
the seed to indicate that the bean would have two cotyle- 
dons and the corn only one? 

THE GROWING PLANT. 

Study now the three parts of the plantlet, root, stem, 
and leaves. What is the work of the root? Compare it 
with the stem. How is the root fed? Show the de- 
pendence of stem and leaf upon the root. What addi- 
.tional food do the stem and leaf require? Keep a few 
of the bean plants. Shortly the blossom will appear, then 
the food. The children will thus understand the circuit of 



APRIL 169 

growth from seed to seed by having it brought before 
them daily, and having their attention called to the suc- 
cessive steps in the development. 

If possible small garden beds should be prepared in 
some suitable place in or near the schoolyard (See Sep- 
tember Nature Work), and these should be planted and 
tended by the children under the teacher's guidance. 

APRIL OBSERVATIONS. 

I. The Awakening to New Life. 

1. The flowers from the earth. 

2. The leaves on trees and bushes. 

3. The butterfly from the cocoon. 

4. The chicken from the egg. 

11. Flowers for Observation. 

1. Anemone — Wind Flower. 

2. Bloodroot. 

3. Jack-in-the-pulpit — Indian Turnip. 

4. Violet. 

5. Dandelion — The Day Star. 

6. Forget-me-not. 

7. Trillium — Wake Robin. 



III. Seed Studv. 



IV. Germination. 



''The dry seed. 
The soaked seed. 
Seeds planted under different 
conditions. 

" On cotton or sponge. 
In good soil. 
In poor soil. 
In sands. 




170 FIEST SCHOOL YEAR 



V. The Plantlet. 



SCHOOL GARDEN. 

1. Preparation of soil — plowing, spading, raking. 

2. Measuring garden bed. 

3. Measuring' paths. 

4. Measuring border. 

5. Selecting seeds. 

6. Planting. 

7. Watering when necessary. 

8. Weeding and working beds. 

Lettuce, radishes, beets, beans, onions, and peas were 
planted. These vegetables were selected so that the chil- 
dren might have their products to use before the close of 
the term. A border was made along the eastern side 
of the plat which was given to those who wished to plant 
flowers. The southern part of the plat was reserved for 
our schoolroom plants. 

Groups of children were given a period each day to 
care for their garden beds. The garden was open in the 
evenings for those who wished to work at that time. 

It was an entirely new experience for many of the 
children, and valuable lessons in nature, geography and 
number grew out of the experiment. 

COMPARISON OF THE CHICKEN ANt) DUCK. 

The chicken and duck are familiar and may be 
selected as types of scratchers and swimmers. 



. APEIL 



171 



OUTLINE THE DUCK. 

[Have live specimens of duck and chicken before the class.] 

'Children name parts. 



I. A Water Bird. 



Where often seen? 
Form. Compare with 
the chicken. 



11. Food. 



Worms. 

Insects and Slugs. 

Water plants. 

Grass. 

Bread. 



"j Compare foot with that of the chicken. 

III. Feet. V Why has the duck a webbed foot ? 

) How many toes on each foot? 

( Compare with chickens as to 

IV. Legs. J length, size, and position. 

I Does the duck walk ? Can it run ? 



V. 



Feath- 
ers. 



r Examine feathers. They are close, 

thick, and warm. 
Some are long. Some are short. 
They are beautiful in color. 
Bring out the use of the feathers to 

the duck. The use to man. 
Compare with the feathers of the 

chicken. 
Does the chicken like to be out in 

the rain? Does the duck? See 

poem. 



172 



FIRST SCHOOI^ YEAR 



VI. Bill. 



VII. 



Hatch- 
ing. 



Compare the bill of the duck with 

the bill of the chicken. 
Compare their food. 
Has the duck teeth? Has the 

chicken ? 
How is their food digested? 

' Compare the nests of the duck and 

the chicken. 
Have eggs of each and cgmpare as 

to size, shape, and color. 
The duck sits upon its eggs four 

weeks. 
The hen sits three weeks. 
Which of the two is the better 

mother ? 
What are the young of the duck 

called ? 
I The young of the chicken ? 



11. LITERATURE AND HISTORY. 



THE MOON AND STARS. 

The Indians call April the Moon of Starry Nights. 
The nights are unusually brilliant. Have the children 
observe the splendor of the April skies. Follow the 
moon from the crescent to the full, thence to the cres- 
cent again. 

Tell the Indian story of the four dragons whose 
duty it was to eat the moon. Explain simply the source 
from which the moon receives its light. Compare the 
light of the moon with the light of the sun. What do 



APRIL 173 

the children see in the moon ? Not all will see the same 
picture. Tell the children the "Moon Stories'' of the 
different countries. 

Observe the stars. Children report their observa- 
tions. Some stars twinkle. Some look like the sun. 
Some are larger than others. Locate with them the 
evening star, the milky way, and the great dipper. See 
the stories adapted to these lessons in the outline. 

FRIEDRICH FROEBEL. 

The picture of Froebel has a place in the primary 
room as well as in the kindergarten. Let the children 
know that he was a great teacher, and better still, that 
he was the friend of the little children. April brings 
the anniversary of his birthday. Plan the work of this 
day so that much of the kindergarten material may be 
used. Give a folding lesson from the colored squares 
and a weaving lesson, using the prettiest of the mats. 
Tell the story of his life, beginning with the little boy, 
Froebel. See suggestions in outline. 

Commit the following stanza : 

''April brings the springtime flowers, 
And wakes the Easter morn ; 
April is the merry month 

When Froebel, too, was born. ' ' 

OUTLINE FRIEDRICH FROEBEL. 

Froebel as a Little Boy. 

1. His home and parents. 

2. His lonely life. 

3. His love for birds, flowers, and animals. 



174 FIRST SCHOOL YEAR 

4. How he tried to build churches from pieces of 

wood. 

5. His school life. 
Froebel as a Man. 

1. He becomes a teacher. 

2. He names his school boys. Why? 

3. Froebel's gifts. 

4. Froebel and the home. 

5. Froebel's death. 

6. Show the plan of the monument erected to 

his memory. 

Stories. 

1. ''The Life of a Bean,"— Plant Life. Florence Bass. 

2. ''The Straw, the Coal of Fire, and the Bean," 

Grimm's Fairy Tales. 

3. ' ' The Pea Blossom, ' ' Hans Andersen. 

4. ' ' The Farmer and the Birds, ' ' Child 's World. 

5. "The Lost Chicken," lb. 

6. "TTie Story of Speckle," Ih. 

7. "The Street Musicians," McMurry's Classic Stories. 

8. ' ' The Ugly Duckling, ' ' Andersen. 

Flower Legends. 

1. ' ' The Legend of the Dandelion, ' ' All the Year Round. 

— Spring. 

2. ' ' The Legend of the Iris, ' ' Stories from Flower Land. 

3. ' ' The Forget-me-not. ' ' See memory poem. 

4. ' ' The Legend of the Anemone. ' ' See memory poem. 

Moon Stories. 

The Greek Story — ' ' The Moon Maiden, ' ' Wiltse. 
The Hindoo Story— " The Rabbit," Wiltse. 

Tlie Egyptian Story — ' ' The Moon God, ' ' Wiltse. 
The Iceland Story—' ' Jack and Jill, ' ' Fiske. 
The Indian Story — Cooke's Myths. 



APEIL 175 

The History of a Seed. 

[Make suitable illustrations for each stanza on the black- 
board.] 

1. The Seed. 

Only a little seed, 
Very small indeed, 
Put it in the ground, 
In a little mound, 
Then wait and see 
What it will be. 

^. The Vine. 

The seed became a lovely vine. 

That o'er the brown earth loved to twine, 

At our feet so very low 

Went on and on to grow and grow. 

3. The Flower. 

The summer 's rain, the summer 's shine, 
T*hat wet and warmed the pretty vine, 
Had somehow quite a wondrous power. 
That wrought a lovely yellow flower. 

4. The Fruit. 

The little flower grew and grew. 
In sun and shower and moistening dew; 
And when the leaves began to fall, 
There lay a lovely yellow ball. 
The prize for harvest best of all. ' * 
What was the fruit? 

JacTc-in-the-Pulpit. 

Jack-in-the-pulpit is preaching to-day. 
That's what the birds and the children say; 
Preaching a sermon for them, you see. 
Not heard by old-folks, like you and me. 



176 FIRST SCHOOL YEAR 

The birds trill his text o 'er, * ' Springtime is here, ' ' 
And children quick echo, ' * Oh, Dear, Oh, Dear ; ' ' 
Jack talks of tops, and marbles, and hoops. 
Balls and bats, with no hint of books. 

For out in the woods, Jack holds church. 
And who wants lessons with smell of birch, 
And odor of violets and all things sweet. 

And birds with chorus of ' ' Tweet ! " ' ' Tweet ! ' ' 

Haven't you seen them, the boys and girls, 
With laughing eyes and hair all curls? 
Running to hear Jack's sermon, they say. 
For them and the birds, this sweet spring day. 

— Ellen Le-Garde. 

Memory Poem. 

"Who likes the rain?" 
''I," said the duck, ''I call it fun. 
For I have my little rubbers on; 
They make a cunning three-toed track 
In the soft, cool mud ; quack ! quack ! ' ' 

" I, " cried the dandelion, * * I, 
My roots are thirsty, my buds are dry ; ' ' 
And she lifted a towsled yellow head 
Out of her green and grassy bed. 

Sang the brook: "I laugh at every drop. 
And wish they'd never need to stop 
Till a big, big river I grew to be 
And could find my way out to the sea. ' ' 

*'I, " shouted Ted, "for I can run. 
With my high-top boots, and the rain-coat on, 
Through every puddle and runlet and pool 
That I find on my way to school." 

— Clara Doty Bates. 



APEIL 



April. 



177 



''Good morning, s-ueet April, 
So winsome and shy, 
With a smile on your lip 
And a tear in your eye. 
There are pretty hepaticas 

Hid in your hair, 

And bonny blue violets 

Clustering there." 

The Neiv Moon. 

Dear mother, how pretty 

The moon looks to-night! 
She was never so cunning before; 
Her two little horns 

Are so sharp and so bright, 
I hope she'll not grow any more. 

If I were up there 

With you and my friends 
I'd rock in it nicely you'd see; 
I'd sit in the middle 

And hold by both ends, 
Oh, what a bright cradle 'twould be! 

I would call to the stars 

To keep out of the way, 
Lest we should rock over their toes; 
And then I would rock 
Till the dawn of the day, 
And see where the pretty moon goes. 

And there we would stay 

In the beautiful skies; 
And through the bright clouds we would roam. 
We would see the sun set. 

And see the sun rise. 
And on the next rainbow come home. 

— Mrs. Follen. 



178 FIRST SCHOOL YEAR 

The Swing. 
How do you like to go up in a swing, 

Up in the air so blue? 
Oh, I do think it the pleasantest thing 

Ever a child can do! 

Up in the air and over the wall 

Till I can see so wide, 
Rivers and trees and cattle and all 

Over the countryside^ 

Till I look down on the garden green, 

Down on the roof so brown- 
Up in the air I go flying again, 

Up in the air and down ! 

Suggestive Poems. 
'^ Twinkle, Twinkle, Little Star," Jane Taylor. 
* ' Tlie Stars are Coming, ' ' Nature in Verse. 
' * The Sunbeams, ' ' Emilie Poulsson, Ih. 
''Stop, Stop, Pretty Water," Mrs. Follen, lb. 
' ' The Little Red Hen, ' ' lb. 

— Child's Garden of Verse. 

III. NUMBER. 

Nature's arrangement of petals and sepals, of 
calvx and corolla, of stamen and pistil, certainly teaches 
that number may be largely taught through nature. 
Many of the early flowers are simple in their construc- 
tion, and may be mad^ a valuable help in teaching the 
"four steps" in number work. If one corolla has five 
leaves, how many leaves have two corollas? The prob- 
lem is vastly more interesting than a book problem, 
which perhaps bears no relation to the child's interests. 

This being the Froebel month, bring color lessons 
into the number work. Grouping of circles and triangles 
and squares into beauty forms. Mounting of the spring 



APRIL ;179 

flowers in groups. Group of stars cut or folded from 
colored papers. Drawings of ducklings and young 
chickens growing out of the literature work. Number 
and nature go hand in hand in the month of April. 

OUTLINE OF NUMBER LESSONS FOR APRIL. 

1. The fundamental operations. Concrete. 

2. The writing of numbers. 

Explain unit's place ; ten's place. 

3. Money lessons. (Educational toy money.) 

Teach : Ten cents in one dime. 
Ten dimes in one dollar. 

4. Problems in buying and selling. 

Children estimate values. What can be 
bought for a dime? A dollar? Five dollars? 

5. Teach 1/2 and 1/5 of 10. 

6. A line ten inches ; a line ten feet. 

7. A rectangle loXi. Another 5X2. 

Compare rectangles as suggested in previous 
outlines. 

8. Arrange all known combinations into tables. 

Give daily drills in quick work. Arrange the 
other three steps likewise. 

9. Arrange color work in mounting lessons, using 

ten circles, ten triangles, ten squares. 
10. Science problems related to the nature work. 

IV. LANGUAGE. 

READING. 

I. Selected lessons from "Stories for Young 
Readers." Florence Bass. 



180 FIEST SCHOOL YEAR 

1. Spring Rain. 

2. The Wind and the Sun. 

3. Stories of the Dandehon. 

4. The Life of a Bean. 

II. Selected Reading Lessons from "All the Year 
Round." Spring. 

1. The Bean Plant. 

2. The Straw, the Coal, and the I'ean. 

3. The Pea Vine and Blossom. 

4. The Trillium. 

5. The Dandelion ; also. The Legend. 

6. The Duck. 

7. The Hen. 

SCRAP CARDS FOR READING. 

Supplementary reading may be arranged by the 
teacher who is not fortunate in having many books pro- 
vided. Make clippings from educational papers. Aiount 
the lessons on cards and arrange in sets adapted to 
the time of the year and the subject under consideration. 

Many short myths and legends referred to in the 
outlines will provide excellent material for oral repro- 
duction. Encourage and insist on the child's telling a 
connected story. Write short stories upon the board for 
sight reading. Have the same stories copied, insisting 
on the best the children can do. Follow other sugges- 
tions found in former months. 

Printed stories, such as 
The Bean. 

1. We had some beans in a box. 

2. The little seeds were asleep. 

3. We put them to bed in some earth. 



APRIL 181 

4. The earth made a nice cover for them. 

5. The Httle beans will soon wake up. 

6. They will begin to grow 

7. Their coats w411 soon become too small. 

8. They will soon peep through the earth. 

9. Beans have two seed-leaves. 

10. Sometimes we call the seed-leaves cotyledons. 

V. THE ARTS. 

Mumc. 

1. ' * See Millions of Bright Raindrops, ' ' Jenks and Walker. 

2. ' ' Seven Little Fairies Came, ' ' lb. 

3. "Over the Bare Hills," lb. 

4. ''The Song of the Bee," lb. 

5. ' ' Five Little Chickens, ' ' Whiting 's Music Book. 

6. ''Twinkle, Twinkle, Little Star," 76. 

7. "The Cow Has a Horn," lb. 

Six Nice Duels. 

1. 

Six nice ducks that I once knew, 

Fat ducks, pretty ducks they were, too. 

But the one with the feather curled up on his back, 

He ruled the others with his quack, quack, quack. 

With his quack, quack, quack; 

He ruled the others with his quack, quack, quack. 

2. 

Across green fields those ducks would go, 
Widdle, waddle, widdle waddle, all in a row, 
But the one with the feather curled up on his back. 
He led the others with his quack, quack, quack, etc. 



182 FIKST SCHOOL YEAR 

3. 

Here a fat bug, and there a small toad, 

They snapped up quickly when on the road, 

But the one with the feather curled up on his back, 

He ate the biggest with his quack, quack, quack, etc. 

4. 

Down to the brook they went with a dash. 

Into the water with many a splash, 

But the one with the feather curled up on his back. 

He swam the fastest with his quack, quack, quack, etc. 

5. 

If I 'd tell you all these ducks did. 

The nice time they had in the meadow hid, 

But the one with the feather curled up on his back, 

He told the story with his quack, quack, quack, etc. 



DRAWING. 

1. The Ugly Duckling. Story illustrated. 

2. Drawing lessons. The dry seeds. The little 

plantlet. Finish in water colors. 

3. Sewing lessons. Leaves, flowers. The chicken. 

The duck. 

4. Illustrate the poem, ''Only a Little Seed." 

5. Illustrate the Moon Stories. 

6. Model eggs in clay. Color some for Easter. 

7. Draw a star. Cut stars. Fold stars. 

WRITING, 

1. Write words from dictation. 

2. Write sentences from words. 

3. Write short stories from given subjects. 

4. Complete capital and small forms. 




I. NATURE STUDY. 



THE CHILD AS AN OBSERXER. 



Children are naturally keen observers. The pleasure 
and value derived from being allowed to report his ob- 
servations is too often denied the wide-awake child. He 
sees that the days are becoming longer and warmer ; 
apple buds have changed to apple blossoms ; April flowers 
are disappearing and more brilliant ones, but not more 
beautiful, are taking their places. Xew birds are daily 
arriving. Of all these things the children wish to be 
reporters. Should the child be reproved who comes to 
school a few minutes late and reports, *T saw an oriole 
building its nest, or a robin feeding its young?" Last 
year a boy from the second grade was absent all day. 
He returned the next day with at least a dozen different 
kinds of nests which had been abandoned. He had 
studied in nature's school all day. The nests were ar- 
ranged and studied, not only in his own room, but in 
other departments. 

183 



184 FIRST SCHOOL YEAR 

STUDY OF NEST-BUILDING. 

The familiar birds are all back again in their accus- 
tomed haunts. Let the children name all the dififerent 
kinds they have seen. Keep a list upon the board for 
reference. Have them report where certain birds are 
building, how they are constructing their nests, and the 
materials used. Who taught the bird how to build its 
nest? Does it build the same way each successive year? 
There are no new styles in bird architecture, yet each 
bird has its own individual way of building. Are our 
homes all built alike ? Show that there is as much differ- 
ence in the architecture of nests as of houses, as to ma- 
terial, form, skill, and beauty. Name the materials from 
which our houses are made. The bird's niaterials are 
wood, stone, twigs, straw, hair, feathers, moss, seaweed, 
heather, mud, sand, strings, cotton, etc. Make a list of 
these materials, keeping it upon the blackboard. Have 
the children report the materials used by the birds which 
they are observing. Teach here the poems, ''Bird 
Trades." What do the birds use for tools? 

MOVEMENTS AND SOUNDS OF BIRDS. 

How do the birds go from place to place? Do they 
always fly? Watch the robin. Does it travel over the 
ground as the chicken and duck do? Now look at the 
crow. Some birds hop. Which ones? Some birds 
walk. Tell the story of the little boy who asked the 
bird, "Why some birds walk and some birds hop." Talk 
about the sounds made by the birds. Some chatter, 
some scold, and some use plaintive and coaxing tones. 



MAY 185 

Think about their habits. Which ones are objectionable? 
Compare with the habits of people. 

ROBIN AND BLUEBIRD. 

The robin and the bluebird are not only the most 
familiar, but the favorite birds of the children. They 
have, therefore, been selected for special study. For 
preparation make blackboard illustrations of these birds 
and the kind of nest each one builds. Have before the 
class the stufifed bird for a study of the parts. Prepare 
outdoor lessons for a study of the habits and character- 
istics. When teaching the robin's nest and food, use 
the poems, "What Robin Told," and "Robin and the 
Cherries." In the bluebird work use the poem, "The 
Maiden and the Bluebird." 

A longer list of legends, stories, and poems will be 
given this month because of the abundance of good 
material from which to select. For additional sugges- 
tions see following outline, "Bird Questions" and "Bird 
History :" 

THE ROBIN. 

1. Appearance. Distinguishing points. 

2. Size. Compare with bluebird, swallow. 

3. Color. Compare male bird with female. 

Industry. 

Cleanliness. 

Love. 

Devotion to young ones. 

Cheerfulness. 

Courage. 



4. Habits 



186 



FlKyT {SCHOOL YEAE 



Insects. 
Spiders. 
Grubs. 

5. Food ^ Worms. 
Cherries. 
Berries. 
Plums. 

What is the song? 

6. Song ^ When does he sing? 
Do both birds sing? 

Material. 
W^here built. 
How constructed. 

7. Nest -{ Number of eggs. Color. Size. 
Time required for hatching. 
Appearance of baby robins. 
Care of the young. 

8. The Baby Birds. 

1. Size when hatched. 

2. Covered with down. 

3. Appearance of feathers. 

4. Food. Of what does it consist? 

5. Amount of food consumed. 

6. The training of a robin. Give the story of 

"Tip-Top." 

7. Rapidity of growth. 



BIRD QUESTIONS. 

In the development lesson ask many questions which 
will arouse a spirit of investigation. Allow the children, 
if necessary, to observe and report at another lesson. 



MAY 18? 

For little children these questions must necessarily be 
very simple and short. The following list will illustrate : 
When did the robins return? Where had they been? 
In what kind of trees do robins build? In which part 
of the tree ? With what do they build their nests ? What 
are robins' tools? How is the nest lined? What color 
is the robin's eggs? Which bird sits on the eggs? 
What does the father bird dp? What is the food of the 
baby birds ? Do they eat much ? Do they grow rapidly ? 
How do they learn to fly? Time for hatching? How 
many broods a season? 

Prepare an outline for the teaching of the bluebird 
similar to the robin outline. Prepare a list of questions 
adapted to the outline. 

SOME FACTS ABOUT BIRDS. 

Birds of prey do not have the gift of song. 

Wild birds do not sing more than ten weeks in the 
year. 

The woodpecker's call is not musical. It is like a 
harsh cry. 

The catbird mews. It sometimes imitates the sounds 
of other birds. 

The meadowlark is a great whistler. 

The robin is the cheerful singer. 

The woodthrush is said to be the most beautiful, 
the finest in song, and the noblest in character of the 
winged order in America. 

The smallest Qgg is that of the Mexican humming- 
bird. It is scarcely larger than a pin's head. 

The largest egg is that of the ostrich. It weighs 



2gy FJKIST iSCllOOL VKAli 

three pounds, and is considered e(|nal in amount to 
twenty- four hens' ei^i^s. 

Rohins come early in the sprin^-. At first they 
appear one at a time. 

The rohin is the last l)ir(l to ^o to 1)ed at ni^ht. 
Its eyes are lar^e and it can well see by a dim li^ht. 
It is also an early rvser. 

The hluehirds come north about the last of Feb- 
ruary or the first of Marcli. 

The bluebirds are the tirst birds to mate. They 
mate about the first of April. 

The meadowlark builds its nest upon the ground. 

The rook is the only bird that repairs its nest in 
the autumn. The same birds use the same nests year 
after year. Just before migratini;- they put their nests in 
order for the winter. 

The barn swallows come in May and migrate early 
in September. 

The cliff swallow is known l)y his square tail. 

It is estimated that a swallow flies at least a mile 
a minute. 

The chimney swallow is the largest of the American 
species. 

Swallows are affectionate. Many build together. 
They use the same nest year after year. 

The sw^allow secures its food while on the wing. 

The sand martin usually builds in cliff's and sand 
stones, boring holes, with its closed beak, two or three 
feet in dei)th 

It is estimated that one crow will destroy 700.000 
insects every year. 

The humming-bird's nest is made of ferns, and 



MAY 



189 



mosses, and lichens, glued together. They are the most 
courageous and combative birds in existence. 

It is an established fact that as the number of birds 
decreases there is a proportional increase of insects, grubs 
and worms. 

Frocks and Toads. 

STUDY OF K(',(kS. 

Make a visit to a ])on(l. V'lnd the eggs of the frog 
and the toad. The eggs of the frog are in a jelly-like 
mass, while the eggs of the toad are in long strings. 
Roth are deposited in shallow water, upon leaves or 
other vegetable matter. Study the toad by comparison 
with the frog, the first difference being noticed in the 
protection of the eggs. 

Secure a mass of frog's eggs, placing them in a 
glass jar of water. These eggs will change in shape, 
and with a little care hatch in the jar. I'oth frog and 
toad pass through the tadpole stage. Secure tadpoles 
of different sizes and watch the devclo])ment. 

THE FROG AND THE TOAD. 



I. The Eggs. 



II. The 

Tadpole. 



( Found in masses and strings. 
} Size, color, shape, covering. 
( Time for hatching. 

"Gills appear. 

Hind legs. 

Front legs. 

Tail shortens and disappears. 
^Gills disappear as lungs develop. 



III. Frog. 



190 FIRST SCHOOL YEAR 

'Observe head, eyes, feet, coat, tongue. 

A land and water animal. 

Full grown at five years. 

Lives to ten or twelve years. 

How the frog changes his dress. 

The food of frogs. 

The music of the frog. 
I The use of the frog to man. 

IV. Compare outline of the frog. 

II. LITERATURE AND HISTORY. 

Stories. 

''Mr. and Mrs. Robin," Cat Tails. 

' ' The Nest of Many Colors, ' ' Child 's World 

''Little Yellow Wing," lb. 

"Tlie Origin of the Robin," Indian Legend. 

' ' How the Robin got its Red Breast, ' ' Legend. 

' ' The Origin of the Woodpecker, ' ' Cooke 's Myths. 

"The Story of Tip-Top." 

"The Broken Wing," Indian Myth. 

"Mr. Rana's Dinner," Our Shy Neighbors. 

' ' Rain Frogs, ' ' lb. 

"Fish or Frogs," Cat Tails. 

"The Frog's Eggs," All the Year Round. Spring. 

Poems. 

"Tlie Emperor Bird's Nest." 

"Who Stole the Eggs?" 

"What the Bluebird Said." 

' ' The Polliwog. ' ' 

"The Month of May." 

"Bird Trades." 

"The Maiden and the Bluebird " 



MAY 191 



The Polliwog. 



A tiny little polliwog 

And little brothers three, 
Lived in the water near a log, 

As happy as could be. 

A swimming, swimming, all the day, 

A-sleeping all the night; 
And trying, though they were so gay, 

To do just what was right. 

A-growing, growing all the while. 

Because they did their best; 
But I'm afraid that you Mali smile 

When I tell you the rest. 

One morning sitting on the log 
They looked in mute surprise ; 

Four legs had every polliwog, 
Where tAvo had met their eyes. 

Their mother letting fall a tear 

Said, "Oh, my polliwogs, 
It can 't be you that 's sitting there ; ' ' 

For all of them were frogs. 

And with their legs had grown some lungs, 

So you just wait and see, 
In summer time their little tongues 

Will sing, ' ' Ka-chunk, ' ' with glee. 

Month of May. 

Here I am, and how do you do? 
I've come afar to visit you. 
Little children, glad and free. 
Are you ready now for me? 
I'm the month of May! 

I've a store of treasures rare, 
Laid away w4th greatest care — 



192 FIRST SCHOOL YEAR 

Days of sunshine, song, and flowers. 
Earth made into fairy bowers! 
I'm the month of May! 

In my loaded trunk I bring, 
Bees to buzz, and birds to sing! 
Flowers to fill the balmy air, 
Violets are hiding there! — 
I'm the month of May 

— Youth 's Companion. 

Bird Trades. 
The swallow is a mason, 

And underneath the eaves 
He builds a nest and plasters it 

With mud, and hay, and leaves. 

The woodpecker is hard at work ; 

A carpenter is he; 
And you may find him hammering 

His house high up a tree. 

The bullfinch knows and practises 
The basket-maker 's trade ; 
See what a cradle for his young 
The little thing has made. 

Of all the weavers that I know. 
The oriole is the best : 
High on the maple-tree he weaves 
A cozy little nest. 

The goldfinch is a fuller; 

A skilful workman he! 
Of wool and threads he makes a nest 

That you would like to see. 

Some little birds are miners ; 

Some build upon the ground; 
And busy little tailors, too. 

Among the birds are found. 



MAY 

Tlie cuckoo laughs to see them work; 

"Not so," he says, "we do. 
My wife and I take others' nests, 

And live at ease, — cuckoo ! ' ' 

The Bluebird's Story. 

'My back is blue just like the sky. 
So are my wings with which I fly; 
My breast is red, not very bright, 
And a few of my feathers you '11 find are white ; 
I've been here a month, my mate's come too. 
Her dress is a little brighter blue ; 

We are keeping house — now don't you tell 

In that old apple tree near the well. 
And some day soon, I hope there'll be 
Five little bluebirds in that tree." 

The Maiden and the Bluebird. 

"Pretty iJUle bluebird, 

Won 't you tell me true, 

Why you wear a brown vest 

With your suit of blue?" 

Oh, little maiden, truly, 

While flying very low, 
I brushed against the brown earth 

Long and long ago. 

And once, my little maiden. 

While flying very high. 
My back and wings went brushing 

Against the summer sky. ' ' 

Saucy little bluebird 

Singing, oflP he flew, 
With his pretty brown vest 

And his suit of blue. 

— The Educational Repository. 



193 



MAY 195 

The Siceet Bed Eose. 

'Good-morrow, little rose-bush, 

Now prithee, tell me true 
To be as sweet as a red rose, 

What must a body do "? " 

'To be as sweet as a red rose 

A little girl like you 
Just grows, and grows, and grows. 

And that 's what she must do. ' ' 

— Mary Mapes Dodge. 

The Forget-Me-Not. 

When to flowers so beautiful 

The Father gave a name, 
Back came a little blue-eyed one. 

All timidly she came; 
And standing at the Father 's feet, 

And gazing in his face. 
She said with meek and timid voice. 

Yet with a gentle grace, 
'Dear Lord, the name thou gavest me, 

Alas, I have forgot ; ' ' 
The Father kindly looked at her. 

And said, ' ' Forget me not. ' ' 

Why Cherries Grow. 

' ' Why do cherries grow ? ' ' 
Said I, Kobin Eed, 
* ' Cherries overhead 
In the gleam and glow — 
Why do cherries growV* 

Paused he perkishly. 

While he plucked at one, 

Flushing in the sun. 
Then he said to me, said he, 
*' Cherries grovv' for me." 



196 FIRST SCHOOL YEAR 

Beference Bools. 

' ' In the Child 's World, ' ' Poulsson. 

''Bird Ways," Olive TTiorne Miller. 

"A Year with the Birds," Flagg. 

''Our Shy Neighbors," Mrs. M. A. B. Kelly. 

' ' All the Year Round, ' ' Frances Strong. 

My Shadow. 

I have a little shadow that goes in and out with me", 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head. 
And I see him jump before me, when I jump into my bed- 

The funniest thing about him is the way he likes to grow, — 
Not at all like proper children, which is always very slow; 
For he sometimes shoots up taller like an india-rubber ball, 
And he sometimes gets so little that there's none of him at alL 

He hasn't got a notion of how children ought to play. 

And can only make a fool of me in every sort of way. 

He stays so close beside me, he's a coward you can see, 

I 'd think shame to stick to nursie as that shadow sticks to me. 

One morning, very early, before the sun was up, 
I rose and found the shining dew on every buttercup; 
But my lazy little shadow, like an arrant sleepyhead. 
Had" stayed at home behind me and was fast asleep in bed. 

— Child's Garden of Verse. 

III. NUMBER. 

A Review of the Year's Work. 

Test children's knowledo^e : 

I. Of the combinations, separations, multiplica- 
tions, and divisions of numbers as far as de- 
sirable. 



MAY ^^^ 

2. Of all the even fractional parts of numbers. 

3. Of measurements ; i inch to 10 inches, i foot 

to 10 feet. 

4. Of time ; the number of days in a week ; weeks 

in a month ; months in a vear. 

5. Of triangles, rectangles, pentagons, and hex- 

agons of given dimensions. 

6. Of lines ; horizontal, vertical, oblique. 

7. Of areas of rectangles. 

8. Of money values. 

To know money pieces at sight. 
To make change accurately. 
To estimate value of things. 
To buy and sell. 

9. Outside measurement. Measure and lay off in 

sq. ft. garden and flower beds. 

IV. LANGUAGE. 

Review as far as possible the vocabulary of the year. 
Give frequent tests of the work of past months.' 

1. In quick recognition of words. 

2. Correct pronunciation of words. 

3. In writing words from dictation. 

4. In writing words from memory. 

5. In the correct use of capital letters. 

6. Writing of sentences. 

7. Writing of stories. 

8. Correct use of marks of punctuation as far as 

taught. 
Selected lessons for reading from ''All the Year 
Round." 



198 FIRST SCHOOL YEAR 

1. The robin. 

2. How the robin got its red breast. 

3. The humming-bird. 

4. The woodpecker. 

5. The origin of the woodpecker. 

6. The frog's eggs. 

7. Frogs and toads. 

A Lesson on the Bluebird. 

[The following is a stenographic report of a lesson on the 
Bluebird as compared with the Robin. The lesson was given 
recently by a student teacher in the Model School.] 

Teacher's Preparation. — Blackboard illustrations of 
both the robin and the bluebird. The nests of the birds 
to be studied. Eggs drawn and colored. Poem written 
upon the blackboard. Work covered until it is needed. 

Picture of the bluebird shown. Children being 
asked what they would like to sing, reply, 'T know the 
song that the bluebird is singing." (This song had been 
previously taught in anticipation of the work on the 
bluebird.) Why do we wish to sing about the bluebird? 
"Because it is drawn upon the board and we are going 
to study about it." Yes, that is right. We are going to 
study the bluebird. I want you all to look at this pretty 
little fellow for a few moments, and then we will tell 
each other what we have seen. (After the children have 
observed closely, let them state their observations.) Now, 
who is ready? John, 'The bird has two blue wings." 
Katharine, 'The bluebird has a black bill." Arthur, 
"The bluebird has a yellow breast." Is it yellow, Ar- 
thur? "No, it looks something like red." The color of 



MAY 199 

the breast is a reddish brown. Henry, "The bluebird has 
eight toes.'' How many on each foot, Josephine? Four 
is right. Now you have talked about the color of the 
wangs, and the bill, and the breast. Does anyone see 
another color? Martha, "There are white feathers on 
the wings and the tail." Good. Come and point out the 
white feathers. Now let us write the words that we are 
thinking about upon the board. This will fix the main 
points. The words bluebird, bill, feet, toes, wings, eyes, 
tail, head, feathers, blue, black, white, etc., will be given 
by the different children of the class. Drill upon these 
words. Fix them by associations. Point to a word in 
the list. Have some child find the part of the bird de- 
scribed by the word. Have each child select a word 
and write a story about it. Point to the words. Chil- 
dren make oral statements. Copy the words. 

We have another picture (showing picture). Last 
week you sang Robin, Robin Redbreast, did you not? 
Let us now look at the two birds and see wherein they 
are alike, and how they are different. Children will 
tell of the obvious points ; two eyes, two feet, wings, tail, 
toes, etc. Now let us look at the color of these birds. 
Lloyd, tell us about the color of the breast. "They are 
nearly alike in color." Ernest, tell us about the color 
of the back. "The bluebird's back is blue. The robin's 
back is brown and black." William, w^hat have you to 
tell? "The bluebird has some white feathers." Vincent, 
tell us about the size of these birds. "The robin is larger 
than the bluebird." Do you think of a bird that is about 
the size of a bluebird? Alvie, "The sparrow." Then, 
Alvie, how do you know a bluebird from a sparrow? 
"The sparrow is not the same color as the bluebird." 



200 FIRST SCHOOL YEAK 

Then we know two ways by which we may tell one bird 
from another. What are the ways, Mary? "Color and 
size." 

Now let us think about the homes of these birds. 
Wesley, where do we often see the robin? "In our 
yards ; they come near to our houses." Is the robin a 
tame bird or a wild one, Mary? "A tame bird." Why? 
''Because he is not afraid of us ; he eats the crumbs 
which we throw to him." William, "He builds his nest 
near our houses." Henry, "He sings near the window." 
Yes; now let us sing, "What Robin Told." 

Now, what about the bluebird? Edna, "The blue- 
bird does not come so near the house as the robin does." 
Herman, "We can hear the bluebird singing-, but we 
can't see him." Russell, is the bluebird a tame bird? 
*'No, he is not tame like the robin." Does his song sound 
like the robin's song? Will you all watch for a bluebird 
and listen to his song? 

Where do the bluebirds build their nests? "In 
trees." Yes, and in hollow posts and in birdhouses. Do 
they build as near to our homes as the robins do? "No; 
they are more afraid of us, and build farther away from 
our houses." (Showing nests of several birds.) Which 
is the robin's nest? Which the bluebird's? "The blue- 
bird's nest is not large." "The bluebirds put more hair 
in their nests." (Here is a discussion of the materials 
used in the building of each of the nests.) Have you 
ever seen the eggs of the bluebird? How many does 
the mother bird lay ? Generally five pale-blue eggs. How 
many eggs does the mother robin lay? Yes, about the 



MAY 201 

same number as the bluebird. What is the color of the 
robin's egg? We will call it a bluish green. Which is 
the larger egg? "The robin's egg is a little larger than 
the bluebird's." Compare the food of the baby bluebirds 
with the food of the baby robin. (The robin having 
been previously studied, the children will readily 
respond.) 

The bluebird tells his own story very prettily. 
Would you like to hear what he says? Well, here it is 
written upon the blackboard. We will move the curtain 
and hear. 

Which bird is talking? "The father bird." How 
can we tell the father bird from the mother bird ? What 
does the story say about her dress? "Her dress is a 
little brighter blue." Where are they keeping house? 
He says, "They are keeping house in the old apple-tree 
near the well." How many little bluebirds does he hope 
there will be ? Yes, five. Was this a very wild bluebird ? 
What can we do to keep the birds near our homes? 
Ernest, "Give them food." Lloyd, "Build houses for 
them." William, "Do not frighten them." Edna, "Do 
not kill them." Would these boys and girls like to have 
a world without any birds? Can you help to protect 
them? 

[Note. — The material in this lesson would probably suflSce 
for a week's time. The new words are to be learned. Language 
lessons, oral and written, should be ptirt of every recitation. Much 
seat work will grow out of the development lessons. Words are to 
be copied from the board, and recalled from memory. The eggs 
may be modeled in clay and colored with the water colors. The 
children may cut the egg-form from paper and color. Other seat 
lessons are easily planned.] 



202 FIRST SCHOOL YEAR 

V. THE ARTS. 

MUSIC. 

I. Complete and review the interval work ar- 
ranged for the first year. 
' 2. Complete chart exercises to one-sharp. 

Songs, 

1. "Pretty Little Violets," Jenks and Walker. 

2. "See My Little Birdie's Nest," Anna Gordon's Marching 

Songs. 

3. * ' Two Little Robins in their Nest, ' ' Jenks and Walker. 

4. ' * Robin, Robin Redbreast, ' ' lb. 

5. "All the Birds Have Come Again." 

6. "I Know the Song that the Bluebird is Singing," Child 

Garden, March, 1898. 

7. " Tiddlely-Winks and Tiddlely-We, " Child Garden, April, 

1898. 

8. ' ' What Robin Told, ' ' American Primary Teacher, March, 

1898. 

9. ' ' America. ' ' 

10. "The Happy Hen" (For April), Guy Burleson's Marching 

Songs. 

11. "A Little Woodpecker Am I, ' ' Jenks and Walker. 

DRAWING. 

1. Pictures of birds studied. 

2. Drawing and painting of eggs. 

3. Clay modeling of the robin's Ggg. 

4. Sewing of birds in colors. 

5. Teacher illustrate in successive steps from the 

Qgg to the frog. 

6. Draw flowers and leaves from the object. 

7. Water-color work. 



MAY 



203 



8. Secure pictures of many different kinds of 

nests. 

9. Draw a robin's nest. 

WRITING. 

See suggestions under Language. 



BOOKS 



[Among the many books on Nature Work and Literature 
the following list has been selected for special reference in the 
first -year work. All these may be had from the publisher of this 
work.] 

"Stories from Flower Land." Mara Pratt. Educational Pub- 
ishing Co., Boston. 

"Stories from Garden and Field." Educational Publishing Co. 

"The Child's Book of Nature." Worthington Hooker. Ameri- 
can Book Co., New York. 

* ' Special Method in Science. ' ' McMurry. Macmillan. 

"Nature Study." W. S. Jackman. Henry Holt & Co., New 
York. 

* ' Lessons on Elementary Science. ' ' Salmon and Woodhull. Long- 
mans, Green & Co, New York. 

"Glimpses of the Animate World." James Johonnot. D. Ap- 
pleton & Co., New York. 

"Animals and Birds. Their Homes and Their Habits." Uncle 
Warren. J. B. Lippincott Co., Philadelphia. 

"From Seed to Leaf." Jane Newell. Ginn & Co., Boston. 

' ' Plants and Their Children. ' ' Dana. American Book Co. 

"Wake Kobin. " John Burroughs. Houghton, Mifflin & Co., 
Boston. 

"Little Brothers of the Air." Olive Thorne Miller. Houghton, 
Mifflin & Co. 

' * Children of the Cold. ' ' Frederick Schwatka. The Cassell Pub- 
lishing Co., New York. 

* * The Story Hour. ' ' Kate Douglas Wiggin and Nora Archi- 
bald Smith. Houghton, Mifflin iS: Co. 

' * Cat Tails and Other Tails. ' ' A. Flanagan Co., Chicago. 

204 



BOOKS 205 

"Child's Christ Tales." Andrea Hofer Proiidfoot. A. Flanagan 
Co., Chicago. 

''Bird Ways." Olive Tliorne Miller. Houghton, Mifflin & Co. 

' ' Classic Stories for Little Ones. ' ' Mrs. Lida Brown McMurry. 
Public School Publishing Co., Bloomington, 111. 

''Old Glory." A. E. Maltby. Slippery Eock, Pa. 

' ' Nature Study and Life. ' ' Hodge. Ginn & Co. 

"Jean Mitchell's School." Public School Publishing Co., Bloom- 
ington, HI. 

' ' Little Black Sambo. ' ' Helen Bannerman. Frederick Stokes 
& Co., New York. 

"The Snow Baby." Frederick Stokes & Co., New^ York. 

"The Story of Ab." By Stanley Waterloo. 

' ' Nature Myths and Stories. ' ' Flora J. Cooke. A. Flanagan Co., 
Chicago. 

"The Plan Books." A. Flanagan Co. 

' ' In the Child 's World. ' ' Emilie Poulsson. Milton Bradley Co., 
Springfield, Mass. 

' ' Nature in Verse. ' ' Mary I. Lovejoy. Silver, Burdett & Co., 
Boston. 

' ' Seven Little Sisters. ' ' Jane Andrews. Ginn & Co. 

' ' Stories of the Red Children. ' ' Educational Publishing Co. 

' ' Stories of Colonial Children. ' ' Mara Pratt. Educational Pub- 
lishing Co. 

"Short Stories of Our Shy Neighbors." Mrs. M. A. B. Kelly. 
American Book Co. 

* ' A Year with the Birds. ' ' Wilson Flagg. Educational Publish- 
ing Co. 

' ' Plant Life. ' ' Nature Stories for Young Readers. D. C. Heatli 
& Co., Boston. 

"All the Year Round." Ginn & Co. 

* ' Stepping Stones to Literature. ' ' Sarah Louise Arnold and 
Charles B. Gilbert. Silver, Burdett & Co. 

* ' Songs and Games for Little Ones. ' ' Gertrude Walker and Har- 
riet Jenks. Oliver Ditson Co. 

' ' First Music Reader. ' ' Whiting. D. C. Heath & Co., New York. 

' ' Songs for Little Children. ' ' Eleanor Smith. Milton Bradley 
Co., Springfield, Mass. 



206 FIEST SCHOOL YEAR 

' ' Marching Plays for Homes, Kindergartens and Primary 
Schools." Guy Burleson. Alpha Publishing Co., Boston. 

"In Story Land." Elizabeth Harrison. Milton Bradley Co. 

'*Our Common Birds and How to Know Them." John B. Grant. 
Charles Scribner's Sons, New York. 

"Practical Color Work." Milton Bradley Co. 

"Aunt Martha's Corner Cupboard." A. Flanagan Co., Chicago. 

"The Story of Lincoln." Public School Publishing Co. 

"Little Pilgrims at Plymouth." Pilgrim Press, Boston. 

"Customs and Fashions of Old New England." Scribner's Sons. 

' ' Betty Alden. ' ' Houghton, Mifflin & Co. 

' ' The Book of Nature Myths. ' ' Houghton, Mifflin & Co. 



KINDERGARTEN MATERIAL 

The following is a list of Kindergarten material used in the 
first-year work. All these materials can be procured from the 
A. Flanagan Co., Chicago. Send for catalog, ' ' Bradley 's Kinder- 
garten Material and School Aids. ' ' 

1. Spheres, cubes, cylinders. See catalog for prices and 
postage. 

2. Tablets, any form except F. Price, 60c per hundred. 

3. Kindergarten Parquetry. Each envelope contains 1,000 
pieces of one form. Ungummed, coated, inch squares. Price, per 
envelope, 18c. See catalog for prices of gummed half squares, 
circles, equilateral triangles, etc. 

4. Mounting Sheets. 

12 leaves, 8x8, white Bristol, $0.12 
100 " 10x10, " " 1.25 

5. Plain Sticks. 

Plain. Colored. 

1000 sticks, 5 inches long $0.20 $0.35 

4 " " 18 .30 

" '' 3 " " 15 .25 

" " 2 " " 12 .20 

*' " 1 " '' 08 .15 

See catalog for postage on all goods. 

6. Perforated Sewing Cards. One Hundred cards, $1.00. A 
simple series of designs beginning with the circle. See catalog. 

7. Colored Threads. Twelve spools, assorted colors, 60c. 

8. Folding and cutting paper. One hundred squares, 4x4, 
unruled, coated, price, 50c. These squares can be procured in a 
standard color with tints and shades. For engine colors see 
catalog. 

207 



208 FIRST SCHOOL YEAR 

9. Weaving. Mats 4-*)4x4% inches, slits % inch wide. Each 
package of 12 mats and fringes, 10c. This is the most suitable 
mat for beginning. For other sizes see catalog. 

10. Brick of Dry Clay. One brick of 5 pounds, artists' clay. 
Price, 25c. 

11. Wooden Beads. Mrs. Hailman's i^-inch beads (spheres, 
cubes and cylinders), per gross, 40c. 

12. School Scissors. Price per dozen, $1.25. 

13. Natural History Sewing Cards. 

Plants, No. 2 box, 50 cards, 40c. 
Vertebrates, 25 cards, 30c. 

14. Colored pencils, assorted in box, tOc. 

15. Wax Crayons. Eight crayons in a box. Price, per 
box, 10c. 

16. Water Colors. Boxes of paints and brushes may be pro- 
cured from the same company. Send for special Water-Color 
circular. 

17. Large peg boards and pegs. 

18. Weaving frames. 

19. Raffia. 



Reading for F rimary (classes 



THIS series of books for supplementary reading serves 
admirably to introduce children in the lower grades 
to a pleasant acquaintance with the various phases 
of nature, and such parts of literature, history, geography 
and biography as have been found to maintain their interest 
and be acceptable to the young child after having been re- 
duced to language of his comprehension. These Readers 
have been prepared by well known educational writers, are 
nicely illustrated, carefully graded and charmingly written. 
They are all well adapted to classes of second and third 
grades. The low price of FIVE CENTS A COPY makes 
it possible to sijpply a whole class at trifling cost. 

NATURE READERS 

Bittqr-Gress and Roses Spring Beauty and the Anemone 

Golden-Rod and Aster The Squirrel and His Home 

Life of Bob, the Cat Stories About Animals 

The Little Story Reader Stories About Birds 

Pussy-Wiliow and Wake-Robin The Story of a Bee-Hive 

FAIRY TALES, BIOGRAPHY, ETC. 

y^sop's Fables Old Time Stories 

Christmas Stories Our Little Sisters and Hiawatha 

The Coming of the Christ Child Robinson Crusoe 

Fairy Tales, No. 1 Stories from Andersen 

Fairy Tales, No. 2 Stories of Seventy-Six 

Hiawatha and Its Author Stories of Old New England 

How Little Cedric Became a Knight The Story of Lincoln 

Jack and the Beanstalk The Story of Washington 

The Little FirTree andOtherStories Thanksgiving Stories 

Longfellow and Hiawatha Two Fairy Stories 
Whittier and His Snow-Bound 

EACH BOOK CONTAINS ABOUT 32 PAGES. PRICE: 5 CENTS; 
PER DOZEN, 60 CENTS POSTPAID 



A. Flanagan Co. Chicago 



HOW TO TEACH 

MANUAL SERIES 

Hints and Suggestions for Wide-Awake Teachers 



Many go through Hfe doing things in a bungling way because no 
better or easier methods are pointed out to them. The easier way 
may be called a device or an invention. 

Some discourage the use of special devices in teaching, but the 
person who rejects all new ideas and methods which the experience 
of others has proved to be useful, must be classed with the man 
who refused to divide the grain in a bag when he rode his horse to 
mill, but put a heavy stone in one end of the bag to balance the grain 
on the other side, because this had been done by his predecessors. 

The authors of these little works give hints and suggestions that 
may be easily followed and, it is hoped, found useful and helpful. 



HOW TO TEACH HISTORY. History is usually not well taught. It is 
easy and perhaps the most interesting of studies IF the teacher knows her subject 
well and knows how to transmit her knowledge. This little book discusses: col- 
lateral reading, teaching beginners, assigning lessons, imaginary tours, dates, geo- 
graphical progression, historical obelisk (bettt-r than charts,!, current history, etc. 
Linen cover. PRICE : Twenty-five Cents. 

HOW TO TEACH COMPOSITION WRITING. The writing of com- 
positions aids the pupil to express himself with the pen; may give tone to the 
entire school; may give the pupil a literary taste that will prove a source of hap- 
piness through life. This book is for all giades. It discusses: producing or 
suggesting ideas, reproduction of stories, exhibition of pictures, incidents to arouse 
opinions, gives list of subjects for young pupils, workmg plans for advanced pupils, 
plans for teaching the pupil to correct his own composition, biographies, list of 
five hundred themes and discourses, etc. Linen cover. PRICE : Twenty-five C ents. 

HOW TO TEACH FRACTIONS. This manual contains hints, helps and 
plans for teaching fractions by means of practical lessons for the first four years 
in school. It gives ideas, many of which will be new to the average teacher, and 
will most surely lighten work. Illustrated and replete with questions and examples. 
Linen cover. PRICE : Twenty-five Cents. 

HOW TO TEACH READING. In this manual is given ten great steps in 
the process of learning to read, with the reasons for them. Many children are 



mentally stunted in methods employed in teaching beginners to read. It is hoped 
that this little work will do some good in attempting to improve the teaching of 
this most important subject. Linen cover. PRICE: Twenty-five Cents. 

HOW TO TEACH PRIMARY ARITHMETIC. This manual presents the 
teaching of primary arithmetic by the Grube method as follows : 

First Year. 1 to 10 Second Year. 10 to 100 

Third Year, Numbers above 100 Fourth Year. Fractions 

It is especially helpful in large classes. Is illustrated, explained and revised for 

the use of primary teachers in America. Linen cover. PRICE: Twenty-five Cents. 

HOW TO TEACH CONSTRUCTION WORK. Gives designs and work- 
ing plans in paper, cardboard and light wood; also the making of window designs 
in colored paper. These subjects, such as canoe, match safe, sled, keyboard, 
picture frame, clock shelf, bracket, etc., etc., are such as children delight to make. 
Prepared especially for primary teachers. Linen cover. PRICE: Twenty-five Cents. 

HOW TO MANAGE BUSY WORK. Gives suggestions for desk work in 
language number, writing, drawing, morals, self, things, etc. Shows how to make 
pleasure of occupation and how to employ pupils' desire for occupation. This is 
one of the best manuals of the series. It tells how to get or make the apparatus 
and how to use it for the various occupations given. Linen cover. PRICE: 
Twenty-five Cents. 

HOW TO TEACH PAPER FOLDING. Objects obtained from the 
square by a combination of rules of edges and corners. Table napkin 
objects formed from the oblong. Objects from the oblong in the pro= 
portion of three to one. Table napkin objects formed from the square. 

All illustrated, all described, all made simple and interesting. Forty-one objects 
to be made. Among the number are basket, tent, shoe, cap, crown, pouch, fan, 
pair bellows, bat. etc. In no other work of its size can be found so many practical 
hints. Linen cover. PRICE: Twenty-five cents. 



•OTHER BOOKS OF THE SERIES 

How to Decorate the Schoolroom How to Teach Fishes, SheII=fish 
How to Make Charts and Reptiles 

How to Teach Botany How to Be a Successful Teacher 

How to Teach Bugs, Beetles and How to Teach Birds 

Locusts How to Teach Butterflies and Bees 

How to Teach Nature Study How to Teach About Trees 

Each of the above books is bound in linen, about sixty-four pages. PRICE of 
any one. Twenty-five Cents; any two, Forty Cents; any three, Fifty Cents. 



A. Flanagan Co. Chicago 



Books on Busy Work 

GAMES. SEAT WORK AND SENSE TRAINING EXERCISES 

By M. Adelaide Holton, Supervisor of Primary Schools and Eugene 
Kimball of the Minneapolis School, Minneapolis Minn. The games, 
seat work and sense training exercises contained in this little book are 
the result of years of experience with thousands of children and hundreds 
of teachers. Great care has been taken to give a variety of educative 
exercises that cultivate attention, concentration, interest, judgment and 
reasoning, and that train along the lines of regular school work. 124 
pages. Cloth. Price 40 cents. 

DEVICES FOR BUSY WORK 

By Abbie G. Hall. One hundred of them. This book contains a 
choice selection of plain, sensible, easily followed devices, to keep the 
little ones busy. Enough for a whole year. Invaluable to all primary 
teachers. Price, 10 cents 

HOW TO MANAGE BUSY WORK 

By Amos M: Kellogg. Being suggestions for desk-work in language, 
number, earth, people, things, morals, writing, drawing, etc. All primary 
and intermediate teachers need its help. It is a book not only of 
devices but of methods. It describes in full the apparatus needed and 
tells how to use it, Profusely illustrated. Price, 25 cents. 

SUGGESTIONS FOR SEAT WORK 

By Minnie M. George, author of the Plan Books — the most helpful 
book for teachers ever published. This little book is worth its weight 
in gold. Here are 62 pages of busy work devices that will supply 
pupils with employment that will occupy head and hands; that will lead 
pupils to observe closely; lead pupils to be inventive; and, best of all, 
to relieve you of much care by furnishing your pupils something profita- 
ble to do. There are suggestions and devices enough to last from 
September to June, inclusive. This pamphlet will give you more help 
in your work than the average dollar book. If not, return it and receive 
your money back. Price, 15 cents. 

A. FLANAGAN CO. .'. CHICAGO 



Helps in Geography 

Chalk Illustrations 

By Eliza H. Morton. A book of nearly 200 simple, freehand 
sketches of many scenes and object of interest to classes in 
geography, and a large amount of valuable information in connection 
with each sketch. Many suggestions and full directions for the 
drawings are also given. Each continent is taken up separately. 
200 pages. Cloth. Price, 60 cents. 

Geographical Spice 

By Eliza H. Morton. A compilation of brief descriptions, of 
natural curiosities, interesting notes of art and illustrative items not 
found in the regular texts, but of much value in creating fresh interest 
f nd teaching the wonders of geography. Gathered from all portions 
of the globe and arranged by continents, with a copious and conven- 
ient index. 210 pages. Paper, 25 cents. Cloth, 50 cents. 

Industrial and Commercial Geography 

By J. U. Barnard, Kansas City, Mo. A series of working out- 
lines, with suggestions to teachers. Facts are given, references are 
mentioned and a comprehensive outline is furnished by grades, f'-om 
the third to the sixth. It teaches the true value of geographical con- 
ditions as factors in the development of man, introducing the child 
into the real activities of the business world. First it takes up the 
diflPerent industries, one by one; then the different sections, showing 
the products of each state, their industries, means of transportation, 
etc. Invaluable to every teacher of geography. 164 pages. 
Price, 30 cents. 

Outlines of Geography 

By J. M. Callahan. The best and most complete outlines of 
geography published. Besides the topical outlines, the most impor- 
tant facts are given, supplementary notes are added and general 
questions are inserted for reviews. 51 pages. Price, 15 cents. 

A. FLANAGAN COMPANY. :: CHICAGO 



MAY 24 I9U7 



LIBriMn 1 V-" 



019 840 190 



